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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



PRACTICAL LESSONS 



USE OF ENGLISH 

FOR GRAMMAR SCHOOLS, 

Witb Supplement 



BY 

MARY F. HYDE, 

TEACHER OF COMPOSITION IN STATE NORMAL 
SCHOOL, ALBANY, N.Y. 




BOSTON, U.S.A., 
D. C. HEATH & CO., PUBLISHERS. 
1891. 






HYDE'S LANGUAGE SERIES. 



PRACTICAL LESSONS IN THE USE OF ENGLISH. 

Book I. For Primary and Intermediate Grades. 

PRACTICAL LESSONS IN THE USE OF ENGLISH. 

Book II. For Grammar Grades. Covers such technical 
Grammar as is essential to a correct use, of English. 



IN PREPARATION. 

A COMPOSITION FOR UPPER GRAMMAR AND HIGH 
SCHOOL GRADES. 



D. C. HEATH & CO., Publishers, 

Boston, New York, and Chicago, 



Copyright, 1888, 
By MARY F. HYDE. 



Typography by J. S. Cushing & Co., Boston. 



Presswork by Rockwell & Churchill, Boston. 



PREFACE. 



PUPILS whose school-life ends with the common school or 
the grammar school should receive such training in those 
schools as will best fit them for every-day life. Pupils who 
are to receive a more extended course of instruction should 
have a good foundation laid for future work. The following; 
lessons in language have been planned with reference to the 
future needs of both classes. 

Careful attention should be given to the language used by 
the pupil in all recitations — every lesson, in fact, should be a 
language lesson. But special training must also be given upon 
certain points. 

Throughout this work the aim is to lead the pupil to see 
for himself — to cultivate his powers of observation at every 
step. 

From the first, the learner's attention is directed to the 
use of language as the expression of thought. His study is not 
confined to detached sentences. Selections from some of the 
best writers are introduced, that, from the study of these selec- 
tions, he may learn certain facts about the English language, 
and at the same time form a taste for good literature. Many 
of the lessons are designed to awaken a love of nature or to 
deepen some moral impression. 



iv PREFACE. 



Each new topic is brought out by means of oral instruction. 
This is followed by a written exercise, aiding the pupils to 
remember the facts learned, and also training them to habits 
of independent work. 

In every lesson, a definite task is laid out for the pupil. 
As the child remembers best that which interests him most, 
care has been taken to bring each exercise as near as possible 
to the child's own experience. 

The reasons why certain forms are right and others wrong 
are, for the most part, omitted. The aim is to lead the pupil 
to use habitually the right expression. 

Incorrect forms for correction are not given. It is believed 
that incorrect forms should not be placed before children. 
The child is led tc avoid common errors by being trained from 
the first to use the correct forms. 

While nearly every lesson is a lesson in oral or in written 
composition, or in both, special lessons in composition are 
also given. In these lessons, the pupil is led to see clearly, 
before he is required to express his thoughts in writing. 

Special attention is given to letter-writing and to business 
forms. Care has been taken to make this part of the work 
practical. 

Thanks are returned to all who have aided, by suggestion, in 
the preparation of this work, and to the several publishers who 
have kindly permitted selections from their publications to be 
used. Particular acknowledgments are offered to Messrs. Hough- 
ton, Mifflin, & Co. for permission, by special arrangement, to use 
selections from the works of Longfellow, Whittier, and Lucy 
Larcom. 

M. F. H. 

Albany, N.Y., April, 1888. 



SUGGESTIONS TO TEACHERS. 



IT is not expected that the exact amount of work laid out in 
each lesson will be all that is required for every class. 
Such additional exercises should be given as the needs of the 
class may demand. Much of the work, particularly in composi- 
tion, is meant to be suggestive merely. All school studies 
afford material for good work in composition. Whatever the 
pupil is interested in, whether it be a topic connected with his 
reading, geography, history, or some other lesson, will afford 
him a good subject for composition. Topics of local or of 
general interest will have a new meaning to the pupil if he 
writes about them. 

Never ask a pupil to express a thought in writing until he 
sees clearly what he is trying to express. If one is trained 
from the first to express only those thoughts which are clearly 
seen, he will acquire greater accuracy of expression. 

In dictation exercises, read each sentence slowly once, then 
require the class to write. Pupils must be trained not only to 
write correctly, but also to hear correctly. 

Require all written work to be carefully done. Accept 
nothing but the pupil's best work. 

The sentences in large type are to be used in developing the 
various subjects. The pupil should read these sentences from 



SUGGESTIONS TO TEACHERS. 



the book, and should answer orally such questions on them as 
may be asked. The questions in smaller type are for the use of 
the teacher, but they should not be followed too closely. The 
teacher should add such questions of her own as may be needed 
to make the subject clear. After the pupil has been led, by 
means of questions, to see the truth presented, he should, with- 
out assistance, write the exercise which follows. 

The two books of this series are intended to cover the work 
from the third year of school to the High School. 



CONTENTS. 



Lesson 

I. 

II. 

III. 

IV. 

V. 

VI. 

VII. 

VIII. 

IX. 

X. 

XL 

XII. 

XIII. 

XIV. 

XV. 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

XXI. 

XXII. 





PART THIRD. 






Page 


Kinds of Sentences . 


I 


Subject and Predicate 


3 


Nouns ..... 


6 


When to Use Capital Letters 


8 


Dictation Exercise 


IO 


Words Derived from Proper Names 


II 


Study of Selection 


13 


Study of Selection. — Continued . 


16 


Composition .... 


19 


Review- 


. 


20 


Pronouns . 





22 


Adjectives . 


. 


23 


Choice of Adject 


ves . 


25 


Comparison 


. 


26 


The Paragraph 


, 


29 


Composition 




31 


Review- 


. 


32 


Verbs 


. 


34 


Transitive and Intransitive Verbs 


. • • • 36 


Active and Passive Forms . 


37 


Adjectives that Complete Predicates 


39 


Nouns that Com] 


ulete Predicates 


40 



CONTENTS. 



Lesson 

XXIII. Composition 

XXIV. Study of Selection 
XXV. Review 

XXVI. Adverbs 

XXVII. Negatives 

XXVIII. Position of Modifiers 

XXIX. When to Use Adjectives 

XXX. The Comma . 

XXXI. Review 

XXXII. Study of a Description 

XXXIII. Composition . 

XXXIV. Composition . 
XXXV. Prepositions . 

XXXVI. Choice of Prepositions 

XXXVII. Conjunctions 

XXXVIII. Interjections . 

XXXIX. Simple and Compound Sentences 

XL. General Review 

XLI. Singular and Plural Forms of Nouns 

XLII. Possessive Forms of Nouns . 

XLIII. Compound Possessives . 

XLIV. Masculine and Feminine Nouns 

XLV. Composition 

XLVI. Personal Pronouns 

XLVII. Gender Forms of Pronouns . 

XLVIII. Nominative Forms of Pronouns 

XLIX. Objective Forms of Pronouns 

L. Possessive Forms of Pronouns 

LI. Adjective Pronouns 

LII. Review . 





CONTENTS 








ix 


Lesson 


Page 


LIII. 


Study of Selection 93 


LIV. 


Composition . 








97 


LV. 


Singular and Plural Forms of 


Verbs 






. 98 


LVL 


. Time Expressed by Verbs 








100 


LVIL 


Regular and Irregular Verbs 








102 


LVIII. 


Participles 








• io 3 


LIX. 


Composition . 








106 


LX. 


Forms of Write 








108 


LXI. 


Blow ; Do ; Come ; See 








in 


LXII. 


Break; Go; Hear; Know 








112 


LXIII. 


Forms of Verbs 








114 


LXIV. 


Forms of Verbs 










116 


LXV. 


Study of Selection 










118 


LXVI. 


Composition . 










121 


LXVIL 


Lay and Lie . 










122 


LXVIII. 


Sit and Set . 










123 


LXIX. 


Shall and Will 










126 


LXX. 


Shall and Will . 










. 127 


LXXI. 


Should and Would 










129 


LXXIL 


Learn and Teach . 










130 


LXXIII. 


May and Can 










131 


LXXIV. 


Think ; Guess ; Expect 










132 


LXXV. 


Stop and Stay 










*33 


LXXVI. 


Love and Like 










. 134 


LXXVII. 


Review . 










• 135 


LXXVIII. 


Composition . 










136 


LXXIX. 


Manner of Asserting 










• 137 


LXXX. 


The Infinitive 










J 39 


LXXXI. 


Phrases 










140 


LXXXII. 


Study of Selection 










142 



CONTENTS. 



Lesson 


Page 


LXXXIII. 


Composition . „ . . . . .144 


LXXXIV. 


Clauses .... 






145 


LXXXV. 


Relative Pronouns 






146 


LXXXVI. 


Forms of Who 






147 


LXXXVII. 
.XXXVIII. 


Interrogative Pronouns 
Review .... 






149 
I5 1 


LXXXIX. 


Composition 






*53 


xc. 


Study of Selection 






J 53 


XCI. 


Explanatory Expressions 






156 


XCII. 


Intermediate Expressions 






157 


XCIII. 


Transposed Expressions 






158 


XCIV. 


Quotation Marks 






160 


xcv. 


Indirect Quotations 






161 


XCVI. 


Study of Selection 






163 


XCVII. 


Study of Selection. — Continued 






167 


XCVIII. 


Composition 






170 


XCIX. 


Dictation Exercises 






171 


c. 


Analysis of Sentences . 






172 


CI. 


Study of Selection 






174 


CII. 


Review .... 
Rules for Capital Letters 
Rules for Marks of Punctuation 
Rules for Plurals 
Rules for Possessives . 






179 
180 
181 
184 
185 



CONTENTS. 



xl 





PART FOURTH. 


Lesson 


Page 


I. 


The Parts of a Letter . .... 187 


11. 


The Heading .... 








189 


III. 


The Salutation . 








192 


IV. 


The Conclusion 








- i93 


V. 


The Address 










196 


VI. 


The Body of a Letter 










199 


VII. 


The Superscription 










20i 


VIII. 


A Business Letter 










203 


IX. 


Letters Ordering Periodicals 










204 


X. 


Change of Address 










204 


XL 


Letters Ordering Books 










205 


XII. 


Miscellaneous Orders 










206 


XIII. 


Miscellaneous Applications 










206 


XIV. 


Bills 










207 


XV. 


Bills ... 










2O9 


XVI. 


Receipts ..... 










2O9 


XVII. 


Advertisements for Articles Lost 








211 


XVIII. 


Advertisements for Articles Found 








212 


XIX. 


Advertisements for Help 








212 


XX. 


Advertisements for Situations 










213 


XXI. 


Notices of Public Meetings 










2T4 


XXII. 


Telegraphic Despatches 










215 


XXIII. 


Invitations 









2l6 




List of Abbreviations 




> < 


• < 


■ 


219 



CONTENTS. 



PART FIFTH. 



Supplementary Lessons 



Lesson 
I. 


Kinds of Sentences . 




II. 


Kinds of Nouns 




III. 


Number Forms of Nouns . 




IV. 


Gender Forms of Nouns . 




V. 


Case Forms of Nouns 




VI. 


Uses of Nouns . 




VII. 


Uses of Nouns. — Continued 




VIII. 


General Review of Nouns . 




IX. 


Review of Pronouns . 




X. 


Correct Use of Pronouns . 




XI. 


Review of Adjectives . 




XII. 


Review of Verbs 




XIII. 


Mode . . . 




XIV. 


The Infinitive . . . 




XV. 


The Participle 




XVI. 


Tense .... 




XVII. 


Person and Number Forms 




XVIII. 


Auxiliary Verbs 




XIX. 


Conjugation of the Verb Choose 


XX. 


Passive Forms of the Verb Choose 


XXI. 


Progressive Forms of the Verb Choose 


XXII. 


Forms of Verbs .... 


XXIII. 


Forms of Verbs. — Continued . 


XXIV. 


Study of Verbs . 







CONTENTS 










xiii 


Lesson 

XXV. 


Page 

Adverbs 2S0 


XXVI. 


Prepositions 










283 


XXVII. 


Conjunctions 










285 


XXVIII. 


Interjections 










289 


XXIX. 


Phrases .... 










291 


XXX. 


Use of Phrases 










2 93 


XXXI. 


The Simple Sentence 










296 


XXXII. 


Analysis of Simple Sentences 










299 


XXXIII. 


Clauses . ' 










301 


XXXIV. 


Complex Sentences . 










3°5 


XXXV. 


Compound Sentences 










3°7 


XXXVI. 


Miscellaneous Sentences for Ai 


lalysis 








3°9 



Selections for Thought Analysis. 



I. 


The Birthday of Washington . 


312 


II. 


The Constitution .... 


• 3*3 


III. 


What Constitutes a State? 


314 


IV. 


Duties of American Citizens . 


• 3i4 


V. 


Patriotism 


• 3*5 


VI. 


America 


316 



Exercises in Composition 
Summary of Definitions and Rules 
Abbreviations .... 



3i8 
3 2 3 
33 2 



Index 



337 



Part Third. 



lesson I. 

KINDS OF SENTENCES. 

i. The door is locked. 

2. Ring the bell. 

3. Did you read the letter? 

4. How beautiful this poem is ! 

How many thoughts are expressed above? 

A complete thought expressed in words is called a sentence. 

State the use of each sentence above — tell what it does. 

A sentence that states or declares something is called a declarative 
sentence. 

A sentence that expresses a command or a request is called an 
imperative sentence. 

A sentence that asks a question is called an interrogative sen- 
tence. 

A sentence that expresses sudden or strong feeling is called an 
exclamatory sentence. 



LESSONS IN ENGLISH. 



Tell how each of the following sentences is used, and what it is 
called : -~ 

1. The river has a steep bank. 

2. How clear the water is! 

3. Can you row a boat? 

4. Fasten the boat to the wharf. 

5. The carriage has two seats. 

6. Look at this plant. 

7. How fragrant the leaves are! 

8. Please close the blinds. 

9. He has sold the horse. 

10. What a sweet voice the child has! 

With what kind of letter does each sentence begin? 

What mark is placed after each declarative sentence? After each 
imperative sentence? What mark is placed after each interrogative 
sentence? What mark is placed after each exclamatory sentence? 

Every sentence should begin with a capital letter. 

A period should be placed at the close of a declarative 
or of an imperative sentence. 

An interrogation point should be placed at the close of 
an interrogative sentence. 

An exclamation point should be placed at the close of 
an exclamatory sentence. 

WRITTEN EXERCISE. 

Write a declarative sentence, an interrogative sentence, an 
imperative sentence, and an exclamatory sentence, about each of 
the following : — 

horse, cars, flower, 

rain, clouds, window. 



SUBJECT AND PREDICATE. 



LESSON II. 

SUBJECT AND PREDICATE. 

l Robert walked to the station. 

2. The violet blossoms in the spring. 

3. The sun will set soon. 

Tell what each sentence is about, and what is said about the thing 
spoken of. 

How many parts has each sentence? What does one part show? 
What does the other part tell? 

The part of a sentence that shows what is spoken of is called the 
subject. 

The part of a sentence that tells something about the thing spoken 
of is called the predicate. 

Name the subject and the predicate in each of the sentences above. 

WRITTEN EXERCISES. 



Copy the following sentences, and name the subject and the 
predicate in each. Re-arrange the words, if necessary, to show 
the usual declarative form : — 

1. Some plants are used for food. 

2. Yonder stands the tree. 

3. Our train was ten minutes late. 

4. The bodies of insects are divided into three parts 

5. My cousin lives in Baltimore. 

6. Down came the balloon. 



LESSONS IN ENGLISH. 



7. These baskets were made in Japan. 

8. One picture had an oak frame. 

9. George walked to the city. 
10. The sun will melt the snow. 

Model. — Some plants are used for food. 

Some plants is the subject; are used for food is the predicate. 

11. 

Copy the follozving sentences, and tell what the subject and 
the predicate is, in each : — 

Note. — First arrange the words in the form of a declarative sentence, and then 
divide the sentence into subject and predicate. 

1. Are the cherries ripe ? 

2. When will school close? 

3. Where do pine-apples grow ? 

4. Are we all here ? 

5. Did the boy find his hat? 

6. Can you drive the horse? 

7. Has the key been found? 

8. Was the letter an important one? 

Model. — Are the cherries ripe? 
The cherries is the subject ; are ripe is the predicate. 

in. 

Supply the subjects which are understood in the follozving sen- 
tences, and then name the subject and the predicate in each : — 

Note. — The subject of an imperative sentence is usually you. It is generally 
not expressed. When the subject is expressed it is placed after the verb. 



SUBJECT AND PREDICATE. 



Close the door softly. 

Hear the birds sing. 

Tell me what you saw. 

Enter not into the path of the wicked. 

Set the tree in this corner. 

Look at the shadows on the hillside. 

Praise ye the Lord. 

Honor thy father and thy mother. 



Model. — Close the door softly. 
You, understood, is the subject ; close the door softly is the predicate. 



IV. 

Copy these sentences, and name the subject and the predicate in 
each : — 

Note. — Arrange the words in the form of a declarative sentence, and then divide 
the sentence into subject and predicate. 

i. How slowly the boat moves! 

2. What a long journey we must take! 

3. How tame the swallows are! 

4. What a strong arm the blacksmith has ! 

5. What a delightful shower we are having! 

6. How fresh the air seems ! 

7. How the bird enjoys its bath ! 

8. What an excellent likeness this is! 

Model. — How slowly the boat moves ! 
The boat is the subject; moves how slowly is the predicate. 



LESSONS IN ENGLISH. 



LESSON III. 

NOUNS. 

Mention four names of persons ; as, Clara, Robert. 

Name three places ; as, Chicago, Mexico. 

Give the names of five things that you see ; of five that you can hear ; 
of five that you can touch. 

Name three different parts of a bird ; three parts of a fish. 

Mention three different materials used in making clothing ; three ma- 
terials used in building houses. 

Give the name of an action ; as, skating, walking. 

Give the name of a quality ; as, kindness, honesty. 

Mention three words that name collections of persons or things ; as, 
army, swa?-m. 

A word used as a name is called a noun. 

Mention the nouns in the following sentences, and tell what each is 
the name of : — 



I 
2 
3 

4 
5 
6 

7 

8 

9 

io 



Ralph locked the door. 

Gas gives a bright light. 

The basket was filled with peaches. 

Walking is a healthy exercise. 

The wind blew the chimney down. 

Her dress was made of silk. 

Gold and silver are found in Nevada. 

The congregation was dismissed. 

The household were aroused by the barking of a dog. 

Kindness wins friends. 



NOUNS. 



PROPER AND COMMON NOUNS. 

i. Benjamin Franklin was once a printer. 

2. This is the oldest church in the city. 

3. We shall attend Trinity Church. 

4. San Francisco is noted for its beautiful harbor. 

In the first sentence, find a name applying to all men who follow a 
certain occupation. Find the name of an individual. 

What is church the name of? What is city the name of? Find the 
name of a special city. What special church is mentioned? 

A name that belongs to an individual person or thing is called a 
proper noun ; as, — 

Herbert, London, Vassar College. 

A name that applies to every one of a class of persons or things is 
called a common noun ; as, — 

boy, city, college. 

A proper noun should begin with a capital letter. 

Note. — When a proper noun is made up of two or more words, each word should 
generally begin with a capital letter. 

WRITTEN EXERCISE. 

Copy these sentences, and draw lines under the words that 
name special persons or things : — 

i. Oranges grow in Florida. 

2. Edward is learning to play the flute. 

3. Uncle Robert has gone to Europe. 

4. Umbrellas were introduced into England from China. 

5. We walked through Central Park. 



8 LESSONS IN ENGLISH. 

6. Yellowstone Park contains some of the most wonderful 
geysers in the world. 

7. Our friends are staying at the Holland House. 

8. The concert was held in Steinway Hall 

9. Lake George is noted for its beautiful scenery. 



LESSON IV. 

WHEN TO USE CAPITAL LETTERS. 
I. 

Tell which words in the following sentences are used as titles, and 
point out each title that is applied to an individual : — 

1. The boy was welcomed by aunts, uncles, and cousins. 

2. He stood by Uncle William. 

3. The fathers and the mothers of the children were in- 
vited. 

4. Here are your slippers, Father. 

5. Senator Brown made a speech. 

6. Two generals were on the train. 

7. General Warren died at the battle of Bunker Hill. 

8. The Governor of Vermont signed the bill. 

9. The Pope lives at Rome. 

10. The eldest son of Queen Victoria is called the Prince 
of Wales. 



WHEN TO USE CAPITAL LETTERS. 



When a title is applied to an individual, or when it is 
used as part of a name, it should begin with a capital 
letter ; as, — 

The Mayor of Chicago, President Lincoln, Aunt Mildred. 

ii. 

1. The Republicans held a meeting last evening. 

2. Mr. Brown is a Baptist. 

3. Congress meets the first Monday in December. 

What is Republicans the name of? What is Baptist the name of? 
What is Congress the name of? 

Begin with a capital letter the name of a religious sect, 
of a political party, or of any special body of men; as, — 

Presbyterian, Democrat, Congress. 

HI. 

Find in these sentences the name of a document of special impor- 
tance, the name of an important event, and the title of a book : — 

1. The law is contrary to the Constitution of the United 
States. 

2. The first battle of the Revolution was fought at Bunker 
Hill. 

3. Have you read "Tom Brown's School Days at Rugby' 1 ? 

Begin with capital letters words naming particular things 
or events of special importance ; as, — 

The Declaration of Independence, The Revolution. 



10 LESSONS IN ENGLISH. 






Begin with capital letters the important words in the title 
of a book, of a newspaper, or of any other composition ; 

as, — 

Robinson Crusoe, Harper's Young People, 

My Trip to the Mountains. 

IV. 

Mention in the following any name or title of God : — 

i. -The Lord is my shepherd. 

2. Remember now thy Creator in the days of thy youth. 

Begin with a capital letter any name or title of God ; as, — 

Lord, Creator, Father, the Supreme Being. 

Tell where capital letters are used in the following stanza : — 

"All things bright and beautiful, 
All creatures great and small, 
All things wise and wonderful, 
The Lord God made them all." 

Begin with a capital letter every line of poetry. 

WRITTEN EXERCISE. 

Copy all the numbered sentences in this lesson, and tell why 
each capital letter is used. 



LESSON V. 

DICTATION EXERCISE. 

1. Alice is reading "Little Women." 

2. All the Democrats voted against the bill. 



WORDS DERIVED FROM PROPER NAMES. 11 

3. The Natural Bridge is in Virginia. 

4. The meeting was opened by Mayor Green. 

5. We shall attend Grace Church. 

6. How did you spend New Year's Day ? 

7. The President gave a public reception at the White House 
last Wednesday. 

8. Why is the Declaration of Independence sometimes read 
on the Fourth of July ? 

9. The Pilgrims landed at Plymouth in December, 1620. 

10. Howe'er it be, it seems to me, 

'Tis only noble to be good. 
Kind hearts are more than coronets, 
And simple faith than Norman blood. 

Tennyson. 



LESSON VI. 

WORDS DERIVED FROM PROPER NAMES. 

Read the following sentences, and give the meaning of each word 
printed in Italics : — 

1. We speak the English language. 

2. He works in a Chinese laundry. 

3. The woman bought a Japanese fan. 

4. The American flag is respected abroad. 

5. These table-cloths are made of Irish linen. 

6. Have you ever seen a Mexican pony ? 

7. The Canadian winters are enlivened by many outdoor 
sports. 



12 



LESSONS IN ENGLISH. 






8. The German band will play at the exercises. 

9. Robert Burns was a Scottish poet. 

10. Do not be too quick to follow French fashions. 

The words in Italics are derived from proper names. With what 
kind of letter does each of those words begin? 

Begin with a capital letter every word derived from a 
proper name. 

WRITTEN EXERCISES. 
I. 

Use each of these words in a sentence . — 

English, Mexican, Italian, German, 

Russian, French, Irish, African, 

Roman, Norwegian, British, Chinese. 



n. 



DICTATION EXERCISE. 



He bought a Swiss watch. 

Who wrote " The Barefoot Boy " ? 

The English sparrow is not a general favorite. 

The schools were closed on Decoration Day, 

Columbus made four voyages to the New World. 

Who is your French teacher ? 

The Russian winter is long and cold. 

Horses were introduced into Mexico by the Spaniards 



STUDY OF SELECTION. 13 



LESSON VII. 

STUDY OF SELECTION. 

LITTLE BELL. 

I. 

Piped the Blackbird, on the beechwood spray, 
" Pretty maid, slow wandering this way, 

What's your name ? " quoth he. 
" What's your name ? Oh, stop and straight unfold, 
Pretty maid, with showery curls of gold. ' 

" Little Bell," said she. 

n. 

Little Bell sat down beneath the rocks, 
Tossed aside her gleaming, golden locks, — 

"Bonny bird ! " quoth she, 
" Sing me your best song, before I go." 
" Here's the very finest song I know, 

Little Bell," said he. 

in. 

And the Blackbird piped — you never heard 
Half so gay a song from any bird ; 

Full of quips and wiles, 
Now so round and rich, now soft and slow, 
All for love of that sweet face below, 

Dimpled o'er with smiles. 



i 



14 LESSONS IN ENGLISH. 



IT. 

And the while that bonny bird did pour 
His full heart out, freely, o'er and o'er, 

'Neath the morning skies, 
In the little childish heart below 
All the sweetness seemed to grow and grow, 
And shine forth in happy overflow 

From the brown, bright eyes. 

v. 

Down the dell she tripped, and through the glade — 
Peeped the squirrel from the hazel-shade, 

And from out the tree 
Swung and leaped and frolicked, void of fear, 
While bold Blackbird piped, that all might hear, 

"Little Bell!" piped he. 

Read the first stanza. What is this stanza about? Where was the 
blackbird? Whom did he address? What did he say? What reply 
did the little girl make ? Describe Little Bell. What is the meaning of 
piped? Of spray? Of quoth? Of unfold? What are the marks 
called that enclose the words Little Bell? Why are they used? 

Read the second stanza. What was the first thing that Little Bell 
did ? What the second thing ? What is meant by golden locks ? Why 
are they said to be gleaming? What did Little Bell ask the bird to 
do ? What reply did he make ? What is the meaning of bonny ? 

What does the third stanza tell? Mention the words that describe 
the blackbird's song. What is the meaning of the third line ? Why did 
the blackbird sing so sweetly? 



STUDY OF SELECTION. 15 

Read the fourth stanza. What was the effect of the bird's singing? 
Why is the apostrophe used in the second line ? In the third line ? 

Read the fifth stanza. How many statements are made in the first 
line ? What is the difference between a dell and a glade ? What is the 
second line about? Change the order of the words, placing the subject 
of the sentence first. Would looked express the meaning as well as 
peeped? Why not? What else did the squirrel do ? Give in your own 
words the meaning of the third and fourth lines. What do the last two 
lines tell? 

WRITTEN EXERCISES. 



Re-arrange the words in the following sentences, placing the 
subjects of the sentences first : — 



Piped the blackbird, on the beechwood spray. 



Down the dell she tripped, and through the glade. 
Peeped the squirrel from the hazel-shade. 
From out the tree swung and leaped and frolicked the 
squirrel. 

5. "Little Bell!" piped he. 



11. 

Copy the following, writing the contracted words in full: 

1. What's your name? 

2. Here's the very finest song I know. 

3. Her face was dimpled o'er with smiles. 

4. That bonny bird did pour 

His full heart out, freely, o'er and o'er, 
'Neath the morning skies. 



16 



LESSONS IN ENGLISH. 



m. 



Copy the following, and draw one line under the subject and 
two lines under the predicate, in each sentence : — 



2 

3 
4 
5 
6 

7 
8 

9 

10 



Little Bell sat down beneath the rocks. 

She tossed aside her golden locks. 

Sing me your best song. 

What is your name ? 

" Little Bell," said she. 

That bonny bird did pour his full heart out. 

You never heard half so gay a song. 

The sweetness shone forth from the brown, bright eyes. 

Down the dell she tripped. 

Peeped the squirrel from the hazel-shade. 



LESSON VIII. 



STUDY OF SELECTION. 

LITTLE BELL. — Continued. 

VI. 

Little Bell sat down amid the fern : 

" Squirrel, Squirrel ! to your task return ! 

Bring me nuts ! " quoth she. 
Up, away ! the frisky Squirrel hies, 
Golden wood-lights glancing in his eyes, 

And adown the tree, 



STUDY OF SELECTION. 17 



Great ripe nuts, kissed brown by July sun, 
In the little lap drop, one by one — 
Hark ! how Blackbird pipes, to see the fun ! 
"Happy Bell ! " pipes he. 

VII. 

Little Bell looked up and down the glade : 
" Squirrel, Squirrel, from the nut-tree shade, 
Bonny Blackbird, if you're not afraid, 

Come and share with me ! " 
Down came Squirrel, eager for his fare, 
Down came bonny Blackbird, I declare ; 
Little Bell gave each his honest share — 

Ah ! the merry three ! 

VIII. 

And the while those frolic playmates twain 
Piped and frisked from bough to bough again, 

'Neath the morning skies, 
In the little childish heart below, 
All the sweetness seemed to grow and grow, 
And shine out in happy overflow, 

From her brown, bright eyes. 

IX. 

By her snow-white cot, at close of day, 
Knelt sweet Bell, with folded palms, to pray c 

Very calm and clear 
Rose the praying voice, to where, unseen, 
In blue heaven, an angel shape serene 

Paused awhile to hear. 



18 LESSONS IN ENGLISH. 



" What good child is this," the angel said, 
" That, with happy heart, beside her bed, 

Prays so lovingly?" 
Low and soft, O, very low and soft, 
Crooned the Blackbird in the orchard croft, 

" Bell, dear Bell ! " crooned he. 

XL 

" Whom God's creatures love," the angel fair 
Murmured, " God doth bless with angels' care ; 

Child, thy bed shall be 
Folded safe from harm ; love, deep and kind, 
Shall watch round and leave good gifts behind, 

Little Bell, for thee." 

Thomas Westwood. 

What was said about little Bell in the last lesson? 

Read the first stanza in this lesson. What does the first line tell? 
What did the little girl say to the squirrel ? What did the squirrel do ? 
What is the meaning of frisky ? Of hies ? What did the blackbird 
say? 

Read the next stanza. What did Little Bell say to the squirrel and the 
blackbird ? What did they do ? 

Read the eighth stanza. What is meant in the first line by the play- 
mates tiuain ? Express in your own words the thought contained in this 
stanza. 

What does the next stanza tell ? What is a cot ? What word could 
be used instead of palms, in the second line? 



COMPOSITION. 



19 



Read the remaining stanzas. Who heard the child praying? What 
question did the angel ask? What answer did he receive ? What is the 
the meaning of crooned? What is a croft? 

Read the angel's words in the first two lines of the last stanza. What 
is the meaning of these lines ? What promise is made the child ? Why 
was this promise given? 





WRITTEN EXERCISE. 




Use each of the 


following iv or ds 


in a sentence 


of your own : — 


spray, 


beneath, 


locks, 


tripped, 


wandering, 


golden, 


dimpled, 


peeped, 


leaped, 


frisky, 


share, 


fare, 


merry, 


cot, 


palms, 


calm, 


crooned, 


orchard, 


creatures, 


harm. 



LESSON IX. 



COMPOSITION. 



Write in your own words the story of Little Bell* 



HINTS. 



Where did Little Bell go ? In what season of the year 
did she take her walk and at what time of day? How old 
was she and how did she look ? What companions did she 
meet ? What did the three friends do ? How did the little girl 
close the day ? Who inquired about her ? What promise was 
made by the angel ? 



20 



LESSONS IN ENGLISH. 



PRONOUNCING EXERCISB,* 

Pronounce : — 

[Sound a and ai in these words like a in Ste.] 

patron, patriotic, plait, cambric, 

patriot, matron, chamber, Cambridge. 

[Sound a and fti in these words like a in at.] 

bade, catch, gather, barrel, 

plaid, national, tassel, sparrow. 



LESSON X. 



REVIEW. 



ORAL EXERCISE. 



What is a sentence ? Give an example. 

Name the four kinds cf sentences. 

Give original examples of declarative, interrogative, imperative, and 
exclamatory sentences. 

H ow many parts has each sentence ? What are those parts called ? 

What is a noun ? Into how many classes are nouns divided ? What 
is each class called? What is the difference between a common noun 
and a proper noun ? Give an example of each. 

Tell why each capital letter is used in the following : - 

1. This chair was made by the Shakers. 

2. The tea-plant is cultivated in China. 



* To the Teacher. — Give a few minutes each day to exercises of this kind. First 
require the class to pronounce the words clearly and distinctly, in a pleasant tone of 
voice, and then call upon individual pupils for one or two words each. 



REVIEW. 21 



3. Sir Walter Scott had a great affection for animals. 

4. England is separated from France by the English Channel. 

5. The Legislature will be in session on Monday evening. 

6. The Governor has issued a Thanksgiving proclamation. 

7. Charles is reading "The Old Curiosity Shop." 

8. O Harry, see what I have found. 

9. The chimney-piece is set round with Dutch tiles, repre- 
senting scenes from Scripture. 

10. " On Alpine heights the love of God is shed ; 
He paints the morning red, 
The flowerets white and blue, 
And feeds them with his dew. 
On Alpine heights a loving Father dwells." 

WRITTEN EXERCISE. 

1. Write a declarative sentence about spring, 

2. Write an interrogative sentence about summer* 

3. Write an imperative sentence about autumn. 

4. Write an exclamatory sentence about winter. 

5. Draw one line under the subject and two lines under the 
predicate, in each of the four sentences written. 

6. Write five rules for the use of capital letters, and illustrate 
each with an original example. 

7. Write from memory a stanza of poetry. 

8. Write the names of — 

three railroads, three colleges, 

two express companies, two public halls, 

three hotels, four newspapers, 

two banks, two books. 



22 LESSONS IN ENGLISH. 



LESSON XL 

PRONOUNS. 

i. William stopped when he heard his name called. 

2. Marion looked at the plant, but she could not tell 
its name. 

3. The soldiers are marching. What short steps 
they take ! 

About whom is the first statement made ? For what word is he used ? 
For what is his used ? 

How many things are said about Marion? Who is meant by she? To 
what does its refer? 

How many sentences are there in the last example? Tell what each 
sentence does. Who are meant by they ? 

Tell which words in the sentences above are used for nounSc 

A word used for a noun is called a pronoun. 

WRITTEN EXERCISES. 



Copy these se?itences, and underline the pronouns : — 

1. They are building a new house. 

2. You knocked at the wrong door. 

3. He wrote a letter to his brother. 

4. We took our friends to see the painting. 

5. He is older than your son. 

6. The fishermen are mending their nets. 



ADJECTIVES. 23 



7. She laughed merrily. 

8. Do you enjoy your work ? 

9. I looked for the book, but could not find it. 
10. She invited us to ride with her. 

11. 

Write sentences containing the following pronouns used as the 
subjects of seiitences : — 

I, we, you, he, 

she, they, it. 



LESSON XII. 

ADJECTIVES. 

1. Alice has a warm cloak. 

2. This key will not lock the drawer. 

3. The first carriage contained four persons. 

What is the office of the word warm ? Of the word this ? What 
word limits the meaning of the word drawer to one particular drawer ? 
What is the office of the word first? Of the word four? 

Which words in the sentences above are used to describe or limit the 
meanings of nouns ? 

A word that describes or limits the meaning of another word is said 
to modify that word. 

A word used to modify a noun or a pronoun is called an adjective. 

Name the adjectives in the sentences above, and tell what each 
modifies. 



24: LESSONS IN ENGLISH. 

WRITTEN EXERCISES. 
I. 

Use the following words in the statement of some fact. Make 
as many sentences as you can think of: — 

two, four, six, ten, fifth, 

three, five, seven, first, seventh. 

Examples. — There are seven colors in the rainbow. 
July is the seventh month in the year. 



Write sentences containing the following words used as adjec- 
tives : — 

each, few, these, both, 

this, many, some, no, 

that, every, several, those. 

Example.— Each boy carried a flag. 

in. 

Use each of the following words in a sentence, to describe 
something : — 

rolling, flying, jumping, creeping, 

burning, whistling, shining, singing. 

Example. — A rolling stone gathers no moss. 

IV. 

Write sefitences containing the following adjectives : - — 
small, rough, sad, strong, 

heavy, smooth, pleasant, narrow, 

happy, patient, honest, industrious. 



CHOICE OF ADJECTIVES. 25 



LESSON XIII. 

CHOICE OF ADJECTIVES. 

Tell the office of each word in Italics, in the following sentences : — 

1. He has built a handsome house. 

2. The rose is a beautiful flower. 

3. What a pretty vase this is ! 

4. She is a lovely child. 

5. Here the splendid ice-palace met our view. 

6. The dress was trimmed with real lace. 

7. This peach is delicious. 

8. Look at this ugly worm. 

9. Did you have a pleasant walk ? 

10. The carpet has a bright border. 

11. The Chinese have many queer customs. 

12. He felt the awful solitude of the desert. 

Which of these words are applied to things pleasing to the sight? 

Mention three things that may be called pretty. Mention two things 
that may be called handsome. To what may the word beautiful be 
applied ? 

Find a word that is applied to something not pleasing to the sight. 

What kind of child may be called lovely? Would it be right to 
apply the word lovely to articles of food ? To articles of dress ? 

Which of these words implies something showy or brilliant ? Should 
we use the word splendid to describe a walk or a ride ? 

Which of the words above implies fear and reverence? May the 
word awful be applied to an article of dress? 

What is meant by real lace ? 



26 



LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 
I. 

Write sentences containing the following adjectives : — 

handsome, awful, real, bright, 

pretty, delicious, beautiful, ugly, 

lovely, pleasant, splendid, queer. 



ii. 



Write sentences, rising adjectives to describe the tilings named 
belozv. Choose stick adjectives as will exactly express your 
meaning: — 



a drive, 
a procession, 
a companion, 
an accident, 
a cake, 
a pudding, 
a storm, 
a horse, 



a snake, 

a toad, 

a bonnet, 

a cloak, 

a diamond, 

a friend, 

a thunder-shower, 

a sunset. 



LESSON XIV. 

COMPARISON. 

Give the name of a tall boy in the room. Give the name of another 
tall boy. Compare the height of the two boys. Tell what you see. 

Pupil. Clarence is taller than Frank. 



COMPARISON. 27 

Notice the heights of all the boys in your class. What would you- 
say of the boy that exceeds all the others in height? 

Pupil. He is the tallest boy in the class. 

How many forms of the adjective tall have you used, to express 
different degrees of height? 

The form of an adjective that simply expresses the quality is called 
the positive ; as, tall, short. 

The form of an adjective that expresses a higher or a lower degree 
of the quality is called the comparative ; as, taller, shorter. 

The form that expresses the highest or lowest degree of the quality is 
called the superlative ; as, tallest, shortest. 

What did you add to the word tall, to show that the second boy ex- 
ceeded the first in height ? 

What was added to the word tall, to show that one boy exceeded all 
the others in height? 

Add er or r to most adjectives of one syllable, to form 
the comparative ; as, tall, taller; wise, wiser. 

Add est or st to most adjectives of one syllable, to form 
the superlative ; as, tall, tallest; wise, wisest. 

Suppose you are speaking of two boys. You say that one is indus- 
trious, and wish to state that the second boy has more of the same 
quality than the first. What will you say about the second boy? 

What will you say about a boy that surpasses them both in industry ? 

Prefix more or less to most adjectives of more than one 
syllable, to form the comparative; as, more industrious ; less 
contented. 

Prefix most or least to most adjectives of more than one 
syllable, to form the superlative; as, most industrious ; least con- 
tented. 



28 LESSONS IN ENGLISH. 



A few adjectives of two syllables may be compared by 
adding er and est; as, — 

noble, nobler, noblest, 

narrow, narrower, narrowest, 

handsome, handsomer, handsomest. 

Some adjectives use other words to express different de- 
grees of the same quality; as, — 



good, 


better, 


best, 


many, 


more, 


most, 


little, 


less, 


least, 


bad, 


worse, 


worst. 



Note. — These forms are called irregular; that is, they are not formed accord- 
ing to the usual rule. 

WRITTEN EXERCISES. 



Write sentences, using the following adjectives in comparing 
two tilings : — 

strong, cold, happy, 

sweet, beautiful, pretty, 

neat, thick, patient, 

heavy, deep, generous. 

Example.— My right arm is stronger than my left arm. 

n. 

Use tlie following in comparing dijfei'ent tilings. Remember to 
use the comparative degree when speaking of two things : — 



THE PARAGRAPH. 29 



larger, neatest, 

taller, worst, 

harder, best, 

swifter, most faithful, 

more industrious, most beautiful, 

more plentiful, least desirable, 

more graceful, most useful. 

Examples.— Walter is taller than Henry. 

Walter is the best penman in his class. 



LESSON XV. 
THE PARAGRAPH. 

THE BUSY BEE. 

Let us watch the bees as they pass to and fro from their hive. 

First of all we see some half-dozen around the door. They 
are there to warn off intruders. If we approach too near the 
front of the hive, one of these sentries will dash forward with 
an angry buzz ; and, if we do not wisely take the hint, the brave 
little soldier will soon return with help from the guard-room to 
enforce the command. 

There are three substances required in the hive, — pollen, or 
bee-bread, the food of the young bees ; wax to make the combs ; 
and honey for the support of the community. The bees that 
are passing and repassing the sentries are not all laden alike. 
Some of them have little yellow or red tufts on their legs, others 
have none. But all that return are laden. Those with tufts on 



30 LESSONS IN ENGLISH. 

their legs have been collecting pollen from flowers. The honey- 
gatherers and the wax-gatherers carry their stores in their 
throats. 

To understand how the pollen is carried, we should examine 
a bee's hind leg with a miscroscope. The upper joint is flat- 
tened, and its edges are surrounded with stiff hairs, which form 
a sort of basket. When the bee enters a flower, it takes a 
plunge into the pollen. The pollen is brushed down into the 
little basket, till a good-sized ball is formed. If the bee cannot 
complete its load in one flower, it will always seek out another 
of the same kind. It will not mix the pollen of two different 
kinds of flowers. 

The honey-gatherers and the wax-gatherers draw in the sweet 
juices from flowers by their trunks. The trunk serves as a 
mouth and a pump. The liquid passes through this into the 
throat, and is thus carried to the hive. 

Adapted from Good Words for the Young. 

What do we first see around the door of the hive? What do these 
bees do? Why are they called sentries ? What is an intruder? 

What three substances are required in the hive ? What is polle7i ? 
What is meant by the community ? What are the bees that are passing 
and repassing the sentries doing? 

Describe a bee's hind leg. How does a bee collect pollen? 

How do the honey-gatherers and the wax-gatherers collect their 
stores ? 

Into how many parts is this selection divided ? 

The different parts into which a prose composition is divided are 
called paragraphs. 

State the number of paragraphs in this piece, and tell what each is 
about. 



COMPOSITION. 31 



WRITTEN EXERCISE. 

Write from memory what you have learned about the Bees* 
Tell— 

1. What bees are first seen around a hive. 

2. What three substances are required in the hive, and the 
use of each. 

3. How a bee collects pollen and carries it to the hive. 

4. How the honey-gatherers and the wax-gatherers collect 
their stores. 

Write in paragraphs, making one paragraph for each heading 
above. 

Leave a margin half an inch wide at the left of your paper. 

Leave a space half an inch long at the beginning of the first 
line in every paragraph. 



LESSON XVI. 

COMPOSITION. 

MIGRATION OF BIRDS. 

Find out what you can about the Migration of Birds, and 
then tell in your own words — 

1. What the migration of a bird is. 

2. Mention the common migratory birds in your locality, and 
tell at what time they arrive in spring, and when they depart in 
autumn. 



32 LESSONS IN ENGLISH. 

3. Tell why these birds migrate. State whether they feed 
upon insects, worms, fruit, seeds, fish, or other food, and show 
what effect the cold weather has upon their supply of food. 

4. Tell how they migrate. Tell at what season and in what 
direction they take their flight ; whether they travel in the day- 
time or at night, alone or in flocks ; and how far they go. 

Write one paragraph for each of the foregoing topics. Do not 
forget to leave a space in the first line, when you begin a new 
paragraph, 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound a, au, and ea in these words like a in arm.] 

calf, father, calm, laundry, can't, 

half, balm, alms, mustache, shan't, 

laugh, palm, hearth, are, bath, 

piano, psalm, launch, aunt, path. 



LESSON XVII. 

REVIEW. 
OKAL EXERCISE. 

What is a pronoun ? Mention five pronouns. 

What is an adjective? Mention five adjectives that may be used to 
point out special things. Give five adjectives that may be used to show 
how many things are meant. Give five adjectives that may be used to 
show what kind of things are meant. 



REVIEW. 33 



What three forms has the adjective lo?ig ? What are these different 
forms called? 

What is the positive of prettier ? Of sweetest ? 

What is the comparative of slotv? Of beautiful 7 Of good? 

What is the superlative of clear ? Of generous ? Of bad? 

State two ways in which the comparative of adjectives is formed, 
and illustrate each by an example. 

State two ways in which the superlative of adjectives is formed, and 
illustrate by examples. 

Illustrate the correct meaning and proper pronunciation of the follow- 
ing words, by using them in short sentences : — 

patron, half, psalm, bade, catch, 

patriotic, laugh, chamber, path, can't, 

national, matron, tassel, hearth, gather, 

piano, aunt, bath, laundry, calm. 

WRITTEN EXERCISES. 

1. Write four declarative sentences, using- one of the following 
words as the subject in each : — 

I, we, they, he. 

2. Write three interrogative sentences, using one of these words 
as the subject in each : — 

you, she, it. 

3. Write sentences showing the correct use of the following ad- 
jectives : — 

handsome, lovely, awful, ugly, 

pretty, splendid, real, queer. 



34 LESSONS IN ENGLISH. 



4. Write sentences containing the comparative of — 

deep, heavy,. good, happy, 

plentiful, useful, unhappy, patient. 

5. Write sentences containing the superlative of — 

sweet, many, beautiful, comfortable ; 

hard, bad, pleasant, careless. 

6. Write three paragraphs about the Uses of Rivers. 



LESSON XVIII. 

VERBS. 

1. The horses ran. 

2. Our boat moves slowly. 

3. Helen opened the box. 

What did the horses do ? What word tells or asserts something of 
the boat ? What word asserts something of Helen ? 

A word that asserts is called a verb. 

About what is the first assertion made ? The second assertion ? Who 
is spoken of in the third sentence ? 

The word that denotes the person or thing spoken of is called the 
subject of the verb. 

What is the subject of the verb ran ? Of the verb moves ? Of the 
verb opened? 



VERBS. 



35 



Mention each verb in the following sentences, and name its subject : — 

1. Plants need sunshine. 

2. The dog welcomed his master. 

3. The bluebird comes in early spring. 

4. A small stream flows through the field. 

5. We gathered pebbles on the beach. 

6. The parrot's name is Polly. 

7. Two men stepped from the carriage. 

8. He opened the gate. 

9. We entered the city at ten o'clock. 
10. The hunter raised his gun. 

WRITTEN EXERCISES. 
I. 



Write sentences, using each of the following as verbs : 



rises, 
looked, 
wrote, 
was, 



have, 
has, 
is, 
were, 



forgot, 
flew, 
received, 
opened, 



walked, 
built, 
grows, 
live. 



n. 



Write sentences, using each of the following words as the sub 
ject of a verb. Underline the verbs : — 



artist, 


they, 


door, 


soldier, 


clock, 


carriage. 


boy, 


slippers, 


flowers, 


he. 


carpenters, 


clouds. 



at> LESSONS IN ENGLISH. 



LESSON XIX. 

TRANSITIVE AND INTRANSITIVE VERBS. 

i. The wind blows. 

2. The bell rang. 

3. Henry threw the ball. 

4. The kitten caught a mouse. 

Mention the verb in each sentence, and name its subject. 

What is asserted of Henry ? Which word tells what Henry threw? 

Which word tells what the kitten caught, or limits the action ex- 
pressed by the verb? 

The noun or pronoun that limits the action expressed by a verb is 
called the object of the verb. Some verbs require objects to complete 
the meaning. The same verb may require an object in one sentence, 
and not require one in another. 

Which of the verbs above require objects to make the meaning com- 
plete? Which do not require objects? 

A verb that requires an object is called a transitive verb. 

A verb that does not require an object is called an intransitive 
verb. 

WRITTEN EXERCISES. 
I. 

Copy these sentences. Underline the verbs, the subjects of the 
verbs, and the objects of the transitive verbs : — 

1. Edwin built the fire. 

2. The boy rang the bell. 

3. The whistles blow at seven o'clock. 



ACTIVE AND PASSIVE FORMS. 37 

4. Grace brought the paper. 

5. She placed the flowers upon the breakfast table. 

6. The dog growled. 

7. Your brother turned the wheel. 

8. The wheel turned slowly. 

9. The gardener sold his strawberries. 
10. She sat by the table. 

11. 

Write sentences, using the following as verbs. Underline the 
transitive verbs in the sentences written : — 

build, 

walked, 

built, 

finish, 

writes. 



LESSON XX. 

ACTIVE AND PASSIVE FORMS. 

1. A hawk cattght a chicken. 

2. A chicken was caught by a hawk. 

3. The conductor stopped the car. 

4. The car was stopped by the conductor. 

In how many ways is each thought expressed in the sentences above ? 
What action is asserted of the hawk? What is the object of the 
verb caught? How is the word chicken used in the second sentence? 



sat, 


lost, 


opened, 


bought, 


heard, 


came, 


purr, 


fastened, 


chirp, 


stands, 



38 LESSONS IN ENGLISH. 

The object of the first verb is made the subject of the second verb : 
the second verb represents its subject as receiving the action expressed 
by the verb. 

What is the subject of the verb in the third sentence? What is the 
object of the verb? How is car used in the fourth sentence? 

A verb that represents its subject as acting is called active. 

A verb that represents its subject as being acted upon is called pas- 
sive. 

Which verbs are active in the sentences at the head of this lesson ? 
Which are passive ? 

WRITTEN EXERCISES. 



Copy these sentences, and underline the verbs that have the 
passive form : — 

i. The Southern States export cotton. 

2. Cotton is exported by the Southern States. 

3. Two steamers were seen in the distance. 

4. We saw a wild duck. 

5. The trees were planted in the spring. 

6. This bay has an inlet from the sea. 

7. The light-house stands on a point of land. 

8. The car was broken by the fall. 

9. A carriage was sent to the train. 
10. The boat arrives at six o'clock. 

11. 

Change these sentences, making the verbs passive : — 

1. The merchant displayed his wares. 

2. We informed our friends of our arrival. 



ADJECTIVES THAT COMPLETE PREDICATES. 39 

3. The girls gathered autumn leaves. 

4. The child opened the picture-book. 

5. The farmer reaped the grain. 

6. The company explored the cave. 

7. They found many curiosities. 

8. William Penn founded Philadelphia 



LESSON XXL 

ADJECTIVES THAT COMPLETE PREDICATES, 

1. The grapes are ripe. 

2. Your hands look cold. 

3. She is happy. 

What is asserted of the grapes? Does are alone tell anything about 
the grapes? What word is used with are, to complete the assertion? 
What does ripe describe? 

Read the predicate of the second sentence. Name the verb. What 
word is used with the verb, to complete the predicate ? What does cold 
describe ? 

What word in the third sentence completes the predicate? What 
does happy modify? 

x\djectives used with is, are, was, were, and some other verbs, to com- 
plete predicates, are called predicate adjectives. 

A predicate adjective modifies a noun or a pronoun in the subject. 



40 



LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 



Write sentences, using the following adjectives, to complete 
predicates. U7iderline the adjectives used and the words which 
they modify : — 



sweet, 


clean, 


patient, 


ripe, 


diligent, 


blue, 


bright, 


sharp, 


long, 


interesting, 


large, 


narrow, 


light, 


kind, 


rough, 


old, 


cheerful, 


heavy, 


mellow, 


smooth. 



LESSON XXII. 



NOUNS THAT COMPLETE PREDICATES. 

i. Longfellow was a poet. 

2. Bayard Taylor was a great traveller. 

3. The willow is a graceful tree. 

How many names do you see in the first sentence? What is the 
office of the first name ? Of the second name ? Which name is used 
in the predicate ? To what does poet refer ? 

Whom is the second sentence about ? What was Bayard Taylor ? 

What two words in the third sentence refer to the same thing? 
Which of these words is used in the predicate? 

Which nouns above are used in the predicate and refer to the sub- 
jects of the verbs. 

A noun used in the predicate and referring to the subject of the verb 
is called a predicate noun. 



COMPOSITION. 



41 



WRITTEN EXERCISE. 

Write sentences, using the following names as predicate 
nouns : — 

lawyer, city, vegetable, country, 

grocer, metal, stranger, river, 

cousin, patriot, soldier, inventor, 

doctor, American, building, hero. 



LESSON XXIII. 

COMPOSITION. 



COPERNICUS AND WHAT HE THOUGHT. 

About 400 years ago there was a man named Copernicus. 
He lived in the city of Rome and taught mathematics in one of 
the great universities. 

He watched the motions of the sun and stars, and studied 
them carefully. He could not believe that the sun and moon 
and stars were fastened in a crystal arch that whirled around 
the earth once a day. This was what other people thought, but 
he believed that such beauty as he saw in the skies must be 
due to some simpler and more beautiful arrangement. 

You remember the little rhyme, 

" Twinkle, twinkle, little star, 
How I wonder what you are," 

but I must tell you that all stars do not twinkle. If you look 
at them at night when the sky is clearest, you will see how 



42 LESSONS IN ENGLISH. 

lively the light of most of them sparkles and flashes, as if they 
were laughing at you, but if you look carefully, you may find a 
few that do not twinkle at all; they shine with a clear and a 
steady light. These are called planets. The earth is one of 
these planets, and if you could get far enough away from it you 
would see it shine as brightly as any of them. 

Now Copernicus saw that the sun and all these planets are 
in a system by themselves ; the twinkling stars are far away 
beyond them all. He believed the earth to be a globe, turning 
around upon its axis once a day. He believed the sun and all 
the other planets to be globes too, and that they were whirling 
on their own axes also. He watched their motions through the 
heavens and found that each one has its own path in which it 
travels around the sun. They leave no track behind them, and 
yet their way is never lost. Time after time has each one trav- 
elled over and over again its noiseless journey in its smooth and 
unmarked pathway around the sun. 

Copernicus hardly dared to tell the world his new ideas about 
the heavens, for it was then a dangerous thing to believe any- 
thing different from what others thought to be true. He who 
did, would sometimes be driven from his home, shut up in 
prison, or punished with painful torture. So Copernicus kept 
his thoughts to himself, but he wrote them out in a little book, 
and not until the very day on which he died was the first printed 
copy of it received. What he did not dare to teach while alive, 
everybody has, since his death, learned to be true. The sun is 
the centre of the system ; the earth and all the other planets go 
around him at different distances in the heavens. 

Le Roy C. Cooley. 



COMPOSITION. 



43 



Who was Copernicus? 

What did he study? What did the people of his time believe about 
the sun and stars? 

What two kinds of stars may be seen in the sky? What do we call 
the stars that shine with a steady light ? 

What did Copernicus believe about the sun and planets ? What did 
he believe about the twinkling stars ? What is a globe ? What is 
meant by the axis of the earth? How often does the earth turn on 
its axis ? 

W T hy was Copernicus afraid to tell what he thought about the sun and 
stars? How did his thoughts become known? What is now believed 
about the sun and the earth? 

WRITTEN EXERCISES. 
I. 

Write in your own words about Copernicus* Tell — 
i. Who Copernicus was. 

2. What he studied, and what he could not believe. 

3. What two kinds of stars may be seen in the sky. 

4. What Copernicus believed about the sun and stars. 

5. Why he was afraid to tell what he thought, and how his 
thoughts became known. 



Make one paragraph for each heading given. 



11. 



Write sentences showing the correct use of the following 
words : — 



mathematics, 


crystal, 


arch, 


due, 


whirled, 


arrangement, 


twinkle, 


flashes, 


sparkle, 


globe, 


axis, 


track, 


torture, 


copy, 


dare, 


centre. 



44 LESSONS IN ENGLISH. 



LESSON XXIV. 

STUDY OF SELECTION. 

THE SPACIOUS FIRMAMENT ON HIGH. 



The spacious firmament on high, 

With all the blue ethereal sky, 

And spangled heavens, a shining frame, 

Their great Original proclaim. 

The unwearied sun, from day to day 

Does his Creator's power display ; 

And publishes, to every land, 

The work of an Almighty hand. 

ii. 

Soon as the evening shades prevail, 
The moon takes up the wondrous tale ; 
And nightly, to the listening earth, 
Repeats the story of her birth : 
Whilst all the stars that round her burn : 
And all the planets, in their turn, 
Confirm the tidings as they roll, 
And spread the truth from pole to poke 

in. 

What though, in solemn silence, all 
Move round the dark terrestrial ball ; 



STUDY OF SELECTION. 45 

What though no real voice nor sound 
Amidst their radiant orbs be found : 
In reason's ear they all rejoice, 
A.nd utter forth a glorious voice, 
Forever singing as they shine, 
"The hand that made us is divine." 

Joseph Addison. 

Read the first stanza. What is meant by the firmament on high ? 
Why is it called spacious? What is mentioned in the second line? 
What in the third line? Why are the heavens said to be spangled? 
What is asserted of the firmament and heavens? What is meant by 
proclaiming their Original? Read the first statement about the sun. 
Why does the writer say unwearied sun? What is meant by displaying 
his Creator's power ? Read the second statement about the sun. What 
is the meaning of publishes ? What is meant by an Almighty hand? 

Read the second stanza. What is the first statement in this stanza ? 
What does the first line tell ? What is meant by evening shades ? 
Read the second statement about the moon. To what does the moon 
repeat the story of her birth ? How often ? What are spoken of in the 
fifth and sixth lines ? What are the stars and planets said to do ? Give 
the meaning of this stanza in your own words. 

Read the third stanza. What is the meaning of terrestrial? What is 
meant by the dark terrestrial ball? To what does all refer, in the first 
line ? In these two lines, does the poet describe the real motion or the 
apparent motion of the sun and the stars? Express in your own words 
the thought contained in the first six lines. What is meant by they in 
the fifth and seventh lines ? What are the sun, moon, and stars forever 
singing? 

Copy the poem, and commit it to memory. 



46 LESSONS IN ENGLISH. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Give a an intermediate sound between a and a, as in ask.] 

past, mass, after, ant, 

last, glass, afternoon, answer, 

fast, class, pastor, chance, 

pass, grass, master, basket. 



LESSON XXV. 

REVIEW. 
WRITTEN EXERCISES. 

1. Write a stanza from some poem that you have learned. 

2. Make a list of all the verbs found in the stanza. What is 
a verb? 

3. Write sentences containing the following words, used as the 
subjects of verbs : — 

coal, evening, stars, we, 

wheat, tents, they, you. 

4. What is a transitive verb ? Give an example. 

5. Write sentences coittaining the following words, used as the 
objects of verbs : — 

question, window, him, fog, 

trunks, breeze, them, boat. 



ADVERBS. 47 

6. Re-write the following sentences, changing the verbs to the 
passive form : — 

The strangers visited the old mansion. 

The light of the lantern attracted numerous insects. 

Exercise strengthens the body. 

They sent the flowers by express. 

Burglars entered the house. 

7. Use the following adjectives in sentences, to complete predi- 
cates : — 

smooth, silent, polite, black, comfortable. 

8. Use the following nouns in sentences, to complete predi- 
cates : — 

mineral, poet, river, insect, soldier. 

9. Write the name of your favorite author t and tell why you 
like his or her works. 



LESSON XXVI. 

ADVERBS. 

1. The rain falls gently. 

2. Our friends soon learned the way. 

3. The man stood here. 

How does the rain fall ? When did our friends learn the way ? Where 
did the man stand ? 



48 LESSONS IN ENGLISH. 



What does the word gently do ? What soon ? What here ? 

Name the verbs in the foregoing sentences, and tell what words 
modify the meanings of those verbs. 

A word that modifies a verb is called an adverb. 

Mention the adverbs in the following sentences, and tell the office 
of each : — 

1. The woman sews neatly. 

2. They never found the stolen goods. 

3. He turned suddenly, and then walked rapidly away. 

4. She listened patiently to the long story. 

5. Begin the work immediately. 

6. The bell rang twice. 

7. I looked down from the summit of a high rock. 

8. The boy often came to hear the music. 

9. This good news arrived yesterday. 

10. You now see why the plan was changed. 

11. We saw a sail plainly. 

12. The iceberg drifted slowly towards the south. 

13. " Come forth instantly," said the officer. 

Sometimes an adverb is used to modify an adjective ; as, — 

It was a very long journey. 

He is so hoarse that he can scarcely speak. 

Sometimes an adverb is used to modify another adverb ; as, — 

You read too fast. 
We are almost there. 

WRITTEN EXERCISE. 

Use each of the following words in a sentence, to modify a 



NEGATIVES. 



49 



verb, or an adjective, or another adverb. Underline the adverbs 
and the words which they modify : — 



neatly, 


to-night, 


down, 


quite, 


slowly, 


now, 


back, 


very, 


swiftly, 


yesterday, 


here, 


never, 


quickly, 


soon, 


there, 


surely, 


pleasantly, 


once, 


up, 


not. 



LESSON XXVII. 



NEGATIVES. 



Tell which of these sentences affirm, and which deny : — 

The articles will be found. 

The articles will never be found. 

These grapes are ripe. 
These grapes are not ripe. 

He knows something about the matter. 

He knows little about the matter. 

He does not know anything about the matter 

I told one person. 
I never told you that. 
I did not tell anybody. 

Our climate is warmer than theirs. 
Our climate is not warm. 



50 LESSONS IN ENGLISH. 

A sentence that affirms is called affirmative, and one that denies 
is called negative. 

Which of the foregoing sentences are affirmative ? Which are nega- 
tive? 

A word that denies is called a negative. 

Name the negatives in the sentences above. 

Do not use two negatives in the same sentence, unless 
you wish to express an affirmation. 

WRITTEN EXERCISES. 
I. 

Change these sentences, making each express a meaning oppo- 
site to the meaning given : — 

1. Your mail has come. 

2. The boy is better. 

3. He will pay something for the use of the carriage. 

4. I did not give him anything. 

5. Don't tell anybody. 

6. Speak to the child. 

7. It will do no good. 

8. He did not put anything into the box. 

9. The nurse followed the directions given. 

10. They said something to the owner of the boat. 

Example. — Your mail has not come. 

n. 

Use the following words in affirmative sentences : — 
somebody, anybody, something, anything, anywhere. 



POSITION OF MODIFIERS. 51 

III. 

Use the following words in negative sentences : — 

not, didn't, never, cannot, don't. 



LESSON XXVIII. 

POSITION OF MODIFIERS. 

i. It was a bright tin cup. 

2. You need a pair of new boots. 

3. She bought two pairs of gloves. 

What does tin describe ? What kind of tin cup is spoken of? 
What does bright modify? 
Ans. Bright modifies the expression tin cup. 

What does new describe in the second sentence ? Before what word 
is it placed ? 

What is the use of two in the third sentence ? Where is it placed ? 

Place a modifying word as near as possible to the word 
which it modifies. 

WRITTEN EXERCISE. 

Copy the following sentences, inserting in each the word at the 
end. Be careful to place each word so that it will express the 
meaning hit "ended : — 

i. They live in a brick house, [large] 
2. A cheerful lady received us. [old] 



52 LESSONS IN ENGLISH. 

3. Do you keep straw hats ? [boys'] 

4. Did you see any ladies' silk gloves ? [black] 

5. Do not forget to take a pair of boots, [old] 

6. Edgar has two silver coins, [new] 

7. We did see the picture, [not] 

8. I see two buds, [only] 

9. He rides in the morning, [here] 
10. The good are great, [alone] 



LESSON XXIX. 

WHEN TO USE ADJECTIVES. 

1. The lake looks beautiful. 

2. The fur feels soft. 

3. This apple tastes bitter. 

4. The violet smells sweet 

What word describes the appearance of the lake ? What is the use 
of soft? Of bitter ? Of sweet? 

Mention the words in the sentences above that are used to describe 
the thing spoken of. 

1. The apple is sweet. 

2. She sings sweetly. 

3. This pillow is soft. 

4. Speak softly. 

What is the office of sweet? Of sweetly? Of soft? Of softly ? 



"WHEN TO USE ADJECTIVES. 53 

What words in these sentences describe the thing spoken of ? What 
words show how the action is performed? 

Use an adjective after such verbs as look, feel, smell, taste, 
when you wish to describe the person or thing spoken of. 
Use an adverb when you wish to show how the action is 
performed. 

Tell which words in Italics are used to describe persons or things, 
and which are used to show how actions are performed : — 

1. Charles looks ill. 

2. The girl is unhappy. 

3. The woman looked sharply at the stranger 

4. The bark feels rough. 

5. Her dress looked neat. 

6. She sews neatly. 

7. Henry arrived safe. 

8. I feel bad. 

9. The work is badly done. 

10. The bell was answered promptly. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following adjectives used after 
look, feel, smell, taste, or seem : — 

kind, beautiful, natural, bitter, 

careful, pleasant, rough, neat, 

bad, sweet, smooth, prompt. 

11. 
Form adverbs from the words in the foregoing list. 
Examples. — kindly, carefully. 



54 LESSONS IN ENGLISH. 

m. 

Write sentences containing the adverbs formed from the zvoi'ds 
in the foregoing List. 



LESSON XXX. 

THE COMMA. 

i The child has a bright, happy face. 

2. Bats have large front teeth. 

3. The grocer sells tea, coffee, and sugar. 

What is the office of happy? Of bright? What mark is placed 
between the two words? What does front describe? What kind of 
front teeth do bats have? 

The adjectives bright and happy are used in the same way, — each 
describes face. The adjectives in the second sentence are not used in 
the same way ; front describes teeth, but large describes front teeth. 

Words used in the same way are said to be in the same construction. 

What words in the third sentence are in the same construction? 
How is each of those words used? 

Words or phrases in the same construction should be 
separated by commas ; as, The lowlands are hot, da?np, and un- 
healthy. 

Note. — Two words or two short phrases in the same construction, when con- 
nected by a conjunction, should not be separated by a comma; as, 'He is tali and 

slender. 

Tell which words in the following sentences are in the same construc- 
tion, and why the commas are used or omitted : — 



THE COMMA. 55 



i. The sky is clear and blue. 
2c It will be a clear, cold night. 

3. Thousands of men, women, and children rushed through 
the streets. 

4. We soon forgot the hardships of the long, cold ride. 

5. You will find the coat in the hall or in the closet. 

6. The cart was filled with potatoes, beets, and cabbages. 

7. The surface of the soil is protected by blackbirds, crows, 
thrushes, and larks. 

8. The mountains are covered with forests of pine, fir, and 
cedar. 

WRITTEN EXERCISE. 

Copy the following sentences, and insert commas where they 
are needed: — 

1. He gave a long low whistle. 

2. The man had a newspaper a cane and an umbrella. 

3. It was a bright sunny day. 

4. Rover gave a short quick bark. 

5. In the morning we read sing and play. 

6. Henry Edwin and I went to ride. 

7. The boy was cold tired and hungry. 

8. Stone wood and brick are used for building houses. 

9. Frogs have long hind legs. 

10. Chimney swallows build their nests in caves trees or 
chimneys. 

11. The streets were crowded with men women and chil- 
dren. 

12. A small round table stood in the centre of the room. 



56 LESSONS IN ENGLISH. 



LESSON XXXI. 

REVIEW. 
ORAE EXERCISE. 

What do we call a word that modifies a noun ? Give an example. 

What do we call a word that modifies a verb ? Give an example. 

What besides verbs may adverbs modify? 

Give a sentence in which an adjective modifies the subject of a verb ; 
the object of a verb. 

Give a sentence in which an adjective in the predicate modifies a 
noun or a pronoun in the subject. 

Give a sentence in which an adverb modifies a verb ; an adjective ; 
another adverb. 

Give a sentence containing two nouns in the same construction ; two 
verbs in the same construction ; three adjectives in the same construc- 
tion. 

Give the rule for punctuating sentences which contain words or ex- 
pressions in the same construction. 

WRITTEN EXERCISE. 

1 . Write sentences ', using the following words to modify nouns 
in the subject or in the predicate : — 

early, level, crooked, falling, frozen, 

shady, golden, dutiful, selfish, generous. 

2. Write sentences ; using the following words to modify verbs, 
adjectives ', or other adverbs : — 

here, yonder, to-morrow, soon, once, 

twice daily, not, very, only. 



STUDY OF A DESCRIPTION. 57 

3. Write sentences, using adjectives after the verbs below, to 
modify nouns or pronouns in the subject : — 

are, looks, arrived, were, 

tastes, feels, appear, seemed. 

DICTATION EXERCISE. 

1. James, have you finished your work? 

2. The basket was filled with pears, peaches, and grapes. 

3. " Good morning, Mrs. Brown," said the doctor. 

4. Her voice was low, clear, and musical. 

5. The room was long and narrow. 

6. The Andes are on the western coast of South America. 

7. Did you call me, sir ? 

8. Fanny, Alice, and Gertrude joined the party. 



LESSON XXXII. 

STUDY OF A DESCRIPTION. 

THE OLD ANGLER'S COTTAGE. 

I found the old angler living in a small cottage containing 
only one room, but a perfect curiosity in its method and 
arrangement. 

It was on the skirts of the village, on a green bank, a little 
back from the road, with a small garden in front, stocked with 
kitchen herbs, and adorned with a few flowers. The whole 
front of the cottage was overrun with a honeysuckle. On the 
top was a ship for a weathercock. 



58 LESSONS IN ENGLISH. 

The interior was fitted up in a truly nautical style, the old 

angler's ideas of comfort and convenience having been acquired 

on the berth-deck of a man-of-war. A hammock was slung 

from the ceiling, which, in the daytime, was lashed up so as to 

take but little room. From the centre of the chamber hung a 

model of a ship of his own workmanship. Two or three chairs, 

a table, and a large sea-chest, formed the principal movables. 

The mantel-piece was decorated with sea-shells ; over which 

hung a quadrant flanked by two woodcuts of most bitter-looking 

naval commanders. His implements for angling were carefully 

disposed on nails and hooks about the room. On a shelf was 

arranged his library, containing a work on angling, much worn, 

a Bible covered with canvas, an odd volume or two of voyages, 

a nautical almanac, and a book of songs. 

Washington Irving. 

What is the title of this piece ? What is an angler ? 

What does the first sentence tell? How many rooms were in the 
cottage ? What was a curiosity ? 

Where was the cottage ? What is meant by the skirts of the village ? 
Where did the cottage stand ? How far back from the road was it ? 

What was in front of the cottage ? What did the garden contain ? 
What is an herb ? Mention two or three kinds of herbs that are com- 
monly raised in gardens. What else was in the garden? What is the 
meaning of adorned? What flowers do you think were growing in the 
garden ? 

Describe the front of the cottage. What was on the top of it? 
What is a weathercock? 

What does the third paragraph describe ? What is the interior of a 
house ? What is meant by a nautical style ? What led the old angler 
to fit up his cottage in the style of a seaman? 



COMPOSITION. 59 



How was his hammock arranged? What hung from the centre of 
the chamber? What movable articles of furniture did the room con- 
tain ? What decorated the mantel-piece ? What hung over it ? What 
is a quadrant? What is meant by the quadrant's being flanked by the 
two woodcuts? What hung on the nails and hooks about the room? 
Where was the library? Of what books was it composed? 

WRITTEN EXERCISES. 
I. 

Describe in your own words The Old Angler's Cottage* 

ii. 

Write sentences, showing the correct use of the following 

words : — 



angler, 


cottage, 


curiosity, 


arrangement, 


stocked, 


herbs, 


adorned, 


overrun, 


weathercock, 


interior, 


nautical, 


acquired, 


hammock, 


ceiling, 


lashed, 


decorated, 


naval, 


voyages, 


canvas, 


almanac. 



LESSON XXXIII. 

COMPOSITION. 

Describe some room that you have seen. Tell what things 
were in the room, and how they were arranged. 
Write a suitable heading for your description. 



60 



LESSONS IN ENGLISH. 



PRONOUNCING EXERCISE. 



Pronounce : 



warm, 
water, 



care, 
there, 



[Sound a and au in these words like a in all.] 

daughter, lawn, also, 

taught, bald, always, 

[Sound a, e, ai, and ei like a in care.] 

air, where, parent, 



their, 



heir, 



ere, 



salt, 
faucet 



chair, 
share. 



LESSON XXXIV. 

COMPOSITION. 

EXTRACT FROM "SNOW-BOUND." 

The sun that brief December day 
Rose cheerless over hills of gray, 
And, darkly circled, gave at noon 
A sadder light than waning moon. 
Slow tracing down the thickening sky 
Its mute and ominous prophecy, 
A portent seeming less than threat, 
It sank from sight before it set. 

A chill no coat, however stout, 

Of homespun stuff could quite shut out, 

A hard, dull bitterness of cold, 



COMPOSITION. 61 



That checked, mid-vein, the circling race 
Of life-blood in the sharpened face, 

The coming of the snow-storm told. 

The wind blew east ; we heard the roar 

Of Ocean on his wintry shore, 

And felt the strong pulse throbbing there 

Beat with low rhythm our inland air. 

$|C $fc v|v 7|C V(£ "Tft TJC 

Unwarmed by any sunset light 

The gray day darkened into night, 

A night made hoary with the swarm 

And whirl-dance of the blinding storm, 

As zigzag wavering to and fro 

Crossed and recrossed the winged snow : 

And ere the early bedtime came 

The white drift piled the window-frame, 

And through the glass the clothes-line posts 

Looked in like tall and sheeted ghosts. 

So all night long the storm roared on : 
The morning broke without a sun ; 
In tiny spherule traced with lines 
Of Nature's geometric signs, 
In starry flake, and pellicle, 
All day the hoary meteor fell ; 
And, when the second morning shone 9 
We looked upon a world unknown, 
On nothing we could call our own. 
Around the glistening wonder bent 



62 LESSONS IN ENGLISH. 

The blue walls of the firmament, 

No cloud above, no earth below, — 

A universe of sky and snow ! 

The old familiar sights of ours 

Took marvellous shapes ; strange domes and towers 

Rose up where sty or corn-crib stood, 

Or garden wall, or belt of wood ; 

A smooth white mound the brush-pile showed, 

A fenceless drift what once was road ; 

The bridle-post an old man sat 

With loose-flung coat and high cocked hat ; 

The well-curb had a Chinese roof ; 

And even the long sweep, high aloof, 

In its slant splendor, seemed to tell 

Of Pisa's leaning miracle.* 

John Greenleaf Whittier. 

WRITTEN EXERCISE. 

Study carefully the foregoing description of a snow-storm, and 
then tell in your own words : — 

i. How the sun, the chill, the wind, and the ocean indicated 
the coming of the snow-storm. 

2. At what time it began to snow, and how long the storm 
continued. 

3. What was seen on the second morning. 



* This line refers to the Leaning Tower of Pisa. 



PREPOSITIONS. 63 

LESSON XXXV. 

PREPOSITIONS. 

i. Lilies grow in this pond. 

2. Herbert ran towards the house. 

3. The blade of the knife is broken. 

What words does in connect ? What relation does in show between 
those words? 

Ans. In shows the relation of place between grow and pond. 

Which word in the second sentence shows a relation between words ? 
What relation does it show? 

Ans. Towards shows the relation of direction. 

What is broken ? To what does the blade belong ? What relation 
does of show? 

A word placed before a noun or a pronoun to show its relation to 
some other word in the sentence is called a preposition. 

The noun or pronoun before which the preposition is placed is called 
its object. 

Point out the prepositions in the following sentences, tell between 
what words a relation is shown, and name the object of each preposi- 
tion : — 

A basket of fruit stood on the table. 

We sailed across the bay. 

The gardens of the poorest houses were bright with flowers. 

An old tree stands in the corner of the yard. 

The pears on this tree will soon be ripe. 

Did your friends pass through the city? 



64 



LESSONS IN ENGLISH. 



The boy called for the package. 
The path up the mountain was steep. 
George took his music with him. 

All the idle urchins about the town flocked to the house with 
specimens. 

WRITTEN EXERCISE. 

Write sentences containing the following words used as prepo- 
sitions : — 



to, 


in, 


by, 


with, 


for, 


on, 


from, 


around, 


at, 


of, 


over, 


along, 


after, 


under, 


against, 


about. 



LESSON XXXVI. 



CHOICE OF PREPOSITIONS. 



i. John went to the store. 
2. John is at the store. 

Mention the prepositions in these sentences. Which of the two 
words implies motion? Which means in or near a place? 

1. The lady is in the parlor. 

2. Will you walk into the parlor? 

What is the office of in ? Of into ? Which of the two prepositions 
is used to denote presence in a place? Which is used to denote en 
trance from the outside to the inside? 



CHOICE OF PREPOSITIONS. 65 

i. The table stands between the two windows. 
2. The cards were distributed among forty pupils. 

Name the prepositions and tell between what words they show rela- 
tions. Which of these prepositions is used in speaking of two things ? 
Which is used in speaking of more than two? 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and fill the blanks with words 
that will express the right relations : — 

1. Is your father home ? 

2. He has gone the city. 

3. My sister is school. 

4. The children are playing the Park. 

5. The oar dropped the water. 

6. The pencils are the drawer. 

7. Put the cards the box. 

8. She staid home. 

9. Clara divided the flowers her playmates. 

10. I was sorry to see a quarrel the two sisters. 

n. 

1 . Make a list of the words in Italics, with the prepositions 
which follow them : — 

1. My card is different from yours. 



The harness does not correspond to the carriage 
She feels the need of rest. 
The man is in want of food. 
Charles died of a fever. 



ee 



LESSONS IN ENGLISH. 



6. He was killed by impure air. 

7. The soldier died for his country. 

8. I am disappointed in the portrait. 

9. This house is similar to yours. 

10. What is the matter with the child ? 

1 1 . The man is looking for work. 

12. The seamstress had difficulty in fitting the collar. 

13. I am not familiar with the subject. 

14. How does this room compare with yours in size ? 

Example. — different from, 
correspond to. 

2. Use correctly in sentences of your own, the phrases copied. 



LESSON XXXVII. 



CONJUNCTIONS. 

1. The passengers took their seats, and the train 
started. 

2. He owns the house, but he does not live in it 

3. The basket contained apples and oranges. 

4. The pupils march and sing. 

How many statements are made in the first sentence ? Read each 
statement. What word joins the two statements? 

How many sentences can you form from the second sentence ? Read 
each. What word joins the two sentences? 



CONJUNCTIONS. 67 



What does and connect in the third sentence ? In the fourth sen- 
tence ? 

A word that connects sentences or similar parts of the same sen- 
tence is called a conjunction. 

Mention the conjunctions in these sentences, and tell what each con- 
nects : — 

i. The door opened, and the boy came in. 

2. Walking and rowing expand the chest and strengthen the 
muscles. 

3. The kettle was singing, and the clock was ticking. 

4. Shall we walk or ride ? 

5. The notes of the wren are sharp and shrill. 

6. He did not like the man's appearance, so he dismissed 
him. 

7. We called at the house, but we did not see our friends. 

8. The boy seemed pleased, yet he would not speak. 

WRITTEN EXERCISE. 

Write sentences containing the following : — 

1. And connecting two nouns. 

2. And connecting two adjectives. 

3. And connecting two verbs. 

4. And connecting two statements. 

5. But connecting two statements. 

6. Or connecting two nouns. 

7. Or connecting two statements. 

8. Yet connecting two statements. 

9. For connecting two statements. 
10. Unless connecting two statements. 



68 LESSONS IN ENGLISH. 



LESSON XXXVIII. 

INTERJECTIONS. 

1. Hark ! I hear footsteps. 

2. Alas ! the house is deserted. 

Name the subject and the predicate in each sentence. 

What word in the first example forms no part of either subject or 
predicate ? What is the use of the word hark ? 

What word in the second example forms no part of either subject 
or predicate? Why is it used? 

Words like hark and alas are not parts of the subject or the predi- 
cate. They are added to sentences to indicate some sudden feeling. 
Such words are called interjections. 

Sometimes an interjection is used with other words in an exclamatory 
phrase ; as, — 

O noble Judge ! O excellent young man ! 

The interjection O should be written as a capital letter. 
An exclamatory word or phrase should be followed by 
the exclamation point. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences ', and tell why each exclamation 
point is used: — 

i. Hurrah ! the day is ours. 

2. Sail on, O Ship of State ! 

3. Ah ! is that the cause of his complaint ? 

4. Away ! we must not linger. 



SIMPLE AND COMPOUND SENTENCES. 



69 



5. Help! help! the boat is sinking. 

6. Thou hast all seasons for thine own, O Death ! 
• 7. A horse ! a horse ! my kingdom for a horse ! 

8. Break, break, break, 

On thy cold gray stones, O Sea ! 

11. 

Write seittences containing the following words used as intef 
jections : — 

hurrah, lo, hark, halt, O, 

oh, alas, hush, ah, there. 

PRONOUNCING EXERCISE. 

[Sound e, ea, ai, and ay, in these words like e in men.] 

well, cellar, instead, again, 

yes, get, bedstead, measure, 

leg, deaf, • steady, pleasure, 

egg, heroine, umbrella, pleasant, 

kettle, heroism, instep, says. 



LESSON XXXIX. 

SIMPLE AND COMPOUND SENTENCES. 

1. The streets are broad. 

2. Robert found the tree. 

3. The steamer was crowded with passengers. 



70 LESSONS IN ENGLISH. 

Name the subject and the predicate in each sentence. 
How many thoughts are expressed in each of these sentences ? 
A sentence that expresses one thought is Called a simple sentence. 
A simple sentence may. be declarative, imperative, interrogative, or 
exclamatory. 

Give examples of the four kinds of simple sentences. 

i. The streets are broad, and the lawns are well-kept. 
2. Robert found the tree, but he could not climb it. 

How many thoughts are expressed in the first sentence ? Read each 
statement. What word joins the two statements? 

How many simple sentences can you form from the last sentence ? 
What word joins the two sentences? 

A sentence made up of two or more simple sentences is called a 
compound sentence. 

The members of a compound sentence are generally sepa- 
rated by the comma ; as, The bell rang, and the boat started. 

When the members of a compound sentence are sub- 
divided by the comma, they should be separated by the 
semicolon ; as, We visited the spot; hit could find neither bush, bird, 
nor nest 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and place commas and semicolons 
wherever they are needed : — 

1. The clock struck ten and the pupils rose from their seats. 

2. The door opened and two children ran down the steps. 

3. The forests have shed their leaves and the voices of the 
winter birds are heard. 



GENERAL REVIEW. 71 

4. Go to the ant thou sluggard consider her ways and be 
wise. 

5. The swallows prepare for their annual migration and all 
things announce the speedy decline of summer. 

6. We found the house but the doors were locked and the 
family was gone. 

7. The table is large and it has two good drawers. 

8. " Few and short were the prayers we said 

And we spake not a word of sorrow 
But we silently gazed on the face of the dead 
And we bitterly thought of the morrow." 

11. 

1. Write three simple sentences. 

2. Write three compound sentences. 



LESSON XL. 

GENERAL REVIEW. 

Read the following sentences, paying particular attention to the pro- 
nunciation of the words in Italics : — 



We shall pass the house this afternoon. 
Turn the left-hand /#//<:<?/ for the warm water. 
The class were singing a national anthem. 
The master sent weekly reports to the parents. 
The patrons of the school were well-pleased. 
Such an act of heroism should be rewarded. 



72 LESSONS IN ENGLISH. 

7. When the kettle boils, you may cook the eggs. 

S. The chamber contained an old fashioned bedstead. 

9. Our piano needs tuning. 

10. The patriotic selections were read again and again. 

11. If you sit in a draught, you will catch cold. 

12. Aunt Fanny bade us good by. 

13. The child is growing deaf. 

14. Half oi the company took the wrong path. 

WRITTEN EXERCISES. 
I. 

Write original examples of declarative, interrogative, impera- 
tive) and exclamatory sentences. 

11. 

Write sentences illustrating ten different uses of capital letters. 

in. 

Make lists of the verbs, nouns, pronouns, adjectives, adverbs, 
prepositions, and conjunctions found in the following stanzas : — 

" I steal by lawns and grassy plots, 
I slide by hazel covers ; 
I move the sweet forget-me-nots 
That grow for happy lovers. 

I slip, I slide, I gloom, I glance, 
Among my skimming swallows ; 

I make the netted sunbeam dance 
Against my sandy shallows. 



GENERAL REVIEW. 73 

I murmur under moon and stars 

In brambly wildernesses ; 
I linger by my shingly bars ; 

I loiter round my cresses ; 

And out again I curve and flow- 
To join the brimming river, 

For men may come and men may go, 
But I go on forever." 

IV. 

Write sentences containing the following : — 

a proper noun, a pronoun, 

a common noun, an adjective, 

a transitive verb, an adverb, 

an intransitive verb, a preposition, 

a verb in the passive form, a conjunction. 

v. 

Use the following expressions correctly in original sentences : — 

different from, disappointed in, 

correspond to, similar to, 

correspond with, matter with, 

need of, looking for, 

want of, difficulty in, 

died of, difficulty with, 

killed by, familiar with, 

died for, compare with, 

composed of, prevent from, 

caution against, persevere in. 



74 



LESSONS IN ENGLISH. 



LESSON XLL 

SINGULAR AND PLURAL FORMS OF NOUNS. 

Tell which of these words mean one, and which mean more than 
one : — 



chair, 


match, 


city, 


valley, 


loaf, 


chairs, 


matches, 


cities, 


valleys, 


loaves. 



How many forms has each of these nouns ? 

The form of a word used in speaking of one thing is called the 
singular form. The word is said to be in the singular number. 

The form of a word used in speaking of more than one thing is called 
the plural form. The word is said to be in the plural number. 

Copy the following nouns, and opposite each noun write its plural : — 



basket/ 




Monday, 


roof, 


lasso, 


flower, 




gulf, 


chief, 


solo, 


boat, 




cuff, 


scarf, 


piano, 


turkey, 




day, 


cupful, 


spoonful, 


brother, 




chimney, 


valley, 


monkey. 


dish, 




ii. 

Miss Smith,! 


hero, 


tomato, 


bench, 




potato, 


motto, 


mosquito. 




in. 

story, lily, 




army, 




city, 


enemy, 


navy. 



* See pages 65-70, Part II. 

f Misses Smith or Miss Smiths. 



POSSESSIVE FORMS OF NOUNS. 75 







IV. 




leaf, 


knife, 


half, 
v. 


thief, life. 


woman, 


tooth, 


foot, 


Mr. Brown.* 



Tell how the nouns of each class form the plural, f 

Name three nouns that have the same form in both numbers. 

DICTATION EXERCISE. 

1. Butterflies have short lives. 

2. Two families have already engaged rooms for the summer. 

3. The thieves escaped. 

4. The chimneys of three cities are in sight. 

5. The hills and valleys are bright with autumn leaves. 

6. Monkeys are found in the forests of Central America. 

7. The streams of Holland furnish no water-power, but the 
thrifty Dutch make windmills perform all kinds of work. 

8. The lilies are waving in the meadows. 



LESSON XLII. 

POSSESSIVE FORMS OF NOUNS. 



1. A child came to meet us. 

2. The child's eyes were blue. 



* Messrs. Brown or Mr. Browns. 

f To the Teacher. — Lead the pupil to form his own rules. Rules for reference 
are given on page 184. 



76 LESSONS, IN ENGLISH. 

3. David stood by the gate. 

4. Have you seen David's knife ? 

Name the subject and the predicate in each sentence. 

What words in these sentences have more than one form ? How does 
the second form of each word differ from the first form ? What is the 
office of the word child's ? Of the word David's ? What are these 
forms of the noun called? How is the possessive of singular nouns 
formed ? * 

1. Two sailors came to the meeting. 

2. Sailors' lives are full of peril. 

3. Where are the boys ? 

4. The boys' sleds have come. 

What is the subject of the verb came? In what number is the word 
sailors ? 

What is the office of the word sailors' in the second sentence ? 

Find a plural noun in the third sentence. What form does this word 
have in the fourth sentence ? With what letter do the words sailors 
and boys end? 

What do we add to plural nouns ending in s to form the possessive ? * 

i. Mr. Brown sells men's clothing. 
2. Children's voices are sweet. 

What is the office of the word men's? Of the word children's? 
What has been added to each word? 

What do we add to plural nouns not ending in s, to denote posses- 
sion ? * 

* See page 185, or see pages 73-76, Part II. 



COMPOUND POSSESSIVES. 77 

DICTATION EXERCISE. 

1. Yonder is a robin's nest. 

2. Call at the grocer's, and order three pounds of sweet 
potatoes. 

3. Edwin's sister stopped at Mrs. Hunt's. 

4. We have new styles in ladies' and children's suits. 

5. Where is the yesterday's paper? 

6. The grocers' and butchers' shops were filled with cus- 
tomers. 

7. See whether the word is in Webster's dictionary. 

8. Edith's and Emma's exercises are neatly written. 

9. Where is James's hat ? 

10, Charles's brother has gone to Montreal. 



LESSON XLIII. 

COMPOUND POSSESSIVES. 

1. Smith & Blake's store closes at six o'clock. 

2. The dress was bought at Lord & Taylor's. 

What does the first statement tell ? Whose store closes at six o'clock ? 
Why are the apostrophe and s added to the name of the firm ? 

Read the second sentence, supplying the word omitted at the end. 
What firm is mentioned in this sentence ? Of how many words is the 
name of the firm composed ? Which word has the possessive form ? 

When a name is composed of two or more words, add 
the possessive sign to the last word only. 



78 



LESSONS IN ENGLISH. 



"WRITTEN EXERCISES. 
I. 

Copy these sentences, and underlhie the names of the firms : — 

1. Ward & Rowland's window is filled with Christmas toys. 

2. Our new carriage was made at Stone & Morton's. 

3. Clark & Co.'s bill came this morning. 

4. The strangers are staying at Hill & Wood's. 

5. You will find good umbrellas at Howard & Sons'. 

6. Have you seen Davis Brothers' new catalogue ? 

11. 

1. Write the names of five prominent business firms. 

2. Use in sentences the possessive forms of those names. 



LESSON XLIV. 



MASCULINE AND FEMININE NOUNS. 



man, 


woman, 


lion, 


lioness, 


nephew, 


niece, 


master, 


mistress, 


husband, 


wife, 


host, 


hostess, 


king, 


queen, 


heir, 


heiress, 


widower, 


widow, 


emperor, 


empress, 


father, 


mother, 


prince, 


princess, 


Francis, 


Frances, 


hero, 


heroine, 


Jesse, 


Jessie, 


man-servant, 


maid-servant. 



Which words in the foregoing list denote males? Which denote 
females ? 

A noun that denotes a male is said to be of the masculine gen- 
der ; as, ma?i, brother 



MASCULINE AND FEMININE NOUNS. 79 

A noun that denotes a female is said to be of the feminine gen- 
der ; as, woman, girl. 

The gender of nouns is distinguished in three ways : — 
i . By different words ; as, man, woman. 

2. By different endings ; as, heir, heiress. 

3. By prefixing words indicating the sex; as, man-servant, maid- 
servant. 

A noun that may denote either a male or a female is said to be of 
the common gender ; as, cousin, parent, friend. 

A noun that names a thing neither male nor female is said to be of 
the neuter gender; 2&, pen, house, river. 

Point out the masculine, the feminine, and the neuter nouns, and tell 
which nouns in these sentences may denote either males or females : — 

1. Your little son, madam, has brought you a fortune. 

2. The woman gave the children a kind greeting. 

3. The king was surrounded by enemies. 

4. Sir, I beg your pardon. 

5. The landlord provided for the comfort of his guests. 

6. Two horsemen were seen on the bridge. 

7. We were kindly received by the hostess. 

8. The slave escaped from a cruel master. 

9. Jesse found a quail's nest. 
10. Did you speak to the boy ? 

WRITTEN EXERCISES. 

I. Write sentences containing the feminine of the follozving 



nouns : — 








nephew, 


brother, 


heir, 


hero, 


Francis, 


lion, 


emperor, 


man-servant 



80 LESSONS IN ENGLISH. 

2. Write sentences containing the masculine of the following 
nouns : — 

queen, aunt, lioness, heroine, 

Jessie, mistress, bride, landlady. 

3 Write five sentences containing nouns which may denote 
eitJier males or females. 

4. Write five sentences containing nouns of the neuter gender. 



LESSON XLV. 

COMPOSITION. 

Compare any two of the follozving, and state clearly some of the 
most striking points of resemblance and difference in their struc- 
ture, habits, or uses : — 

Butterflies and Moths, Crabs and Lobsters, 

Toads and Frogs, Alligators and Crocodiles, 

Snakes and Eels, Rabbits and Hares, 

Clams and Oysters, Goats and Sheep. 

Model. -BUTTERFLIES AND MOTHS. 

Butterflies and moths when flying look very much alike. 
Butterflies fly only in the daytime, however, while most moths 
fly at night. 

Both butterflies and moths have four wings. When a butter- 
fly is at rest, it holds its wings erect. When a moth is at rest, 
its wings are folded over the body like a flat roof. 



PERSONAL PRONOUNS. 81 



Butterflies have thread-like feelers, knobbed or club-shaped at 
the ends. Moths have thread-like or feathered feelers, tapering 
at each end. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound e, ea, ee, and ei in these words like e in be.] 

peony, bleat, creek, leisure. 

[Sound ai, i, e, and ee, like i in In.] 

curtain, bargain, mountain, stint, pretty, 

certain, villain, fountain, district, been. 

[Sound I like i in Ice.] 

biography, biographical, bronchitis, tiny. 



LESSON XLVI. 

PERSONAL PRONOUNS. 

i. I hear the bell. 

2. Have you seen the boy? 

3. He came this morning:. 

o 

Which of the pronouns above is used for the name of the person 
speaking? For the name of a person spoken to? For the name of a 
person spoken of? 

A pronoun that shows by its form whether the person speaking is 
meant, the person spoken to, or the person or thing spoken of, is called 
a personal pronoun. 



82 



LESSONS IN ENGLISH. 



A pronoun that denotes the person speaking is said to be in the first 
person. 

A pronoun that denotes a person spoken to is said to be in the 
second person. 

A pronoun that denotes a person or a thing spoken of is said to be in 
the third person. 

In what person is the pronoun I ? he ? she ? it ? you ? we ? they ? 

When is a word said to be in the singular number? When in the 
plural number? Name two pronouns of the singular number. Name 
two of the plural number. 

WRITTEN EXERCISE. 

Write the following pronouns in columns. Arrange the pro- 
nouns of each person in tivo columns each. Place the pronouns 
of the singular number in the first column and the pronouns of 
the plural mimber in the second column ; thus, — 



FIRST PERSON. 


SECOND PERSON. THIRD PERSON. 


Singular. 


Plural. 


Singular. 


Plural. Singular. Plural. 


i, 


we, 


thou, 


ye 


he 


they, 


etc. 


etc. 


etc. 


etc. 


etc. 


etc. 


I, 


their, 


she, 


yours, 




us, 


thou, 


my, 


them, 


hers, 




you, 


he. 


thy, 


mine, 


ourselves, 




its, 


they, 


him, 


thine, 


me, 




himself, 


we, 


theirs, 


her, 


thee, 




yourselves. 


y e > 


our, 


myself, 


it, 




herself, 


his, 


your, 


ours, 


yourself, 




itself. 



Note. — The pronouns formed by adding self ox. selves to the simple personal pro- 
louns are called compound personal pronouns. 



GENDER FORMS OF PRONOUNS. 83 

LESSON XLVII. 

GENDER FORMS OF PRONOUNS. 

1. She surprised her friends. 

2. He closed the book, and laid it upon the table. 

3. Two of his brothers were with him. 

4. The river overflowed its banks. 

Name the pronouns in these sentences, and tell which denote males, 
which denote females, and which denote things neither male nor female. 

Of what gender are nouns or pronouns that denote males ? Those 
that denote females? Those that denote things neither male noi 
female ? 

The masculine pronouns are he, his, him, and himself. 

The feminine pronouns are she, her, hers, and herself. 

The neuter pronouns are it, its, and itself. 

The masculine pronoun is generally used to refer to a noun which 
may denote a person of either sex; as, — 

Every pupil must do his own thinking. 

The masculine pronoun is used in referring to animals or things that 
are supposed to possess masculine qualities, and the feminine pronoun 
is used in referring to animals or things that are supposed to possess 
feminine qualities ; as, — 

The lion springs upon his prey. 
The nightingale began her song. 
The moon is at her full. 



84 LESSONS IN ENGLISH. 

The neuter pronoun is often used to refer to animals or to young 
children, in cases where the sex is of no importance ; as, — 

The camel kneels to receive its burden. 
The child closed its eyes. 

WRITTEN EXERCISE. 

Copy the following sentences, and underline the pronouns and 
the nouns to which they refer: — 

1. Earth with her thousand voices praises God. 

2. Every person should strive to do his best. 

3. The eagle soared above his nest. 

4. " How glorious, through his depths of light, 

Rolls the majestic sun ! " 

5. The deer left her delicate foot-print in the soft mould. 

6. The bear broke away from his keeper. 

7. " The sea is mighty, but a mightier sways 

His restless billows." 

,8. "The merry lark, he soars on high, 

No worldly thought o'ertakes him ; 
He sings aloud to the clear blue sky, 

And the daylight that awakes him. 
As sweet a lay, as loud, as gay, 

The nightingale is trilling ; 
With feeling bliss, no less than his, 

Her little heart is thrilling." 






NOMINATIVE FORMS OF PRONOUNS. 85 

LESSON XLVIII. 

NOMINATIVE FORMS OF PRONOUNS. 

i. We walked to the beach. 

2. She joined the children. 

3. They are gathering pebbles. 

What word makes the assertion in the first sentence ? What is the 
subject of the verb walked? 

Who joined the children? What is the subject of joined? 

What does the third sentence tell? What is the subject of the verb? 

Name the pronouns above that are used as the subjects of verbs. 

The form of a pronoun that is used as the subject of a verb is called 
the nominative form. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and underline the verbs and the 
pronouns which are used as the subjects of verbs : — 

i. We came to a point where four paths met. 

2. You surprised us. 

3. He stood before the fire. 

4. They listened to his story. 

5. O silvery streamlet of the field, thou flowest full and free. 

6. It stands in an open field. 

7. She gathered the flowers in the garden. 

8. Ye are of more value than many sparrows. 



86 LESSONS IN ENGLISH. 

II. 

Use each of the following pronouns in a sentence, as the subject, 
of a verb : — 

I, he, you, it, 

we, ye, she, they. 



LESSON XLIX. 

OBJECTIVE FORMS OF PRONOUNS. 

i. The flowers were sent to Alice and me. 

2. The flowers were sent to us. 

3. Margaret reached the door before we saw her. 

What does the first sentence tell ? For whose name is me used ? 
What is the object of to in the second sentence? 
To what does her refer in the third sentence ? Of what is her the 
object? 

i. Henry stepped softly, but we heard him. 
2. Your friends called, but I did not see them. 

What is the subject of the verb heard? What is its object? 

What is the subject of the verb called? Name the subject of the 
second verb. Name its object. To what does them refer? 

The form of a pronoun used as the object of a verb or of a preposi- 
tion is called the objective form. 

Mention the pronouns in the foregoing sentences that have the objec- 
tive form. 



POSSESSIVE FORMS OF PRONOUNS. 87 

WRITTEN EXERCISES. 
I. 

Use each of the following pronouns in a sentence, as the object 
of a verb or of a preposition : — 

me, thee, him, her, 

us, you, them, it. 

ii. 

Write five sentences containing pronouns used as the subjects 
of verbs. 



LESSON L. 

POSSESSIVE FORMS OF PRONOUNS. 

Read the following sentences, and point out the words that denote 
possession. Tell which forms are used with nouns, and which forms 
are used when no noun follows the possessive : — 

i. That is my book. 

2. The book is mine. 

3. We lost our hats. 

4. These hats are ours. 

5. I will bring your coat. 

6. Are these gloves yours. 

7. Her picture did not come. 

8. This package is hers. 

9. Fred went with his father. 

10. Just here the boat made its appearance. 



88 LESSONS IN ENGLISH. 

11. The girls have finished their work. 

12. Are these books theirs ? 

The form of a pronoun used to denote possession is called the pos- 
sessive form. 

WRITTEN EXERCISE. 

Write sentences containing the following possessive forms : — 

my, your, thy, our, her, 

mine, yours, thine, ours, hers, 

their, theirs, his, its. 

Note. — Never use the apostrophe with these possessive forms. 

Copy and learn the following : — 

FORMS OF PERSONAL PRONOUNS. 
I, FIRST PERSON. 

Singular. Plural. 

Nom. I, Nom. we, 

Poss. my, or mine, Poss. our, or ours, 

Obj. me. Obj. us. 

THOU, SECOND PERSON. 

Singular. Plural. 

Nom. thou, Nom. ye, or you, 

Poss. thy, or thine, Poss. your, or yours, 

Obj. thee. Obj. you. 

Note. — The plural pronoun you is used, in ordinary speech, whether one or 
more than one person is addressed; as, — 

Henry, you are right. 
Gentlemen, you were deceived. 



ADJECTIVE PRONOUNS. 



89 



HE, THIRD PERSON, MASCUEINE. 





Singular. 


Nom. 


he, 


Poss. 


his, 


Obj. 


him. 



Nom. 
Poss. 
Obj. 



Plural. 
they, 

their, or theirs, 
them. 



SHE, THIRD PERSON, FEMININE. 

Singular. Plural. 

Nom. she, Nom. they, 

Poss. her, or hers, Poss. their, or theirs, 

Obj. her. Obj. them. 

IT, THIRD PERSON, NEUTER. 

Singular. Plural. 

Nom. it, Nom. they, 

Poss its, Poss. their, or theirs, 

Obj. it. Obj. them. 



LESSON LI. 

ADJECTIVE PRONOUNS. 

i. Many persons were disappointed. 

2. Many were disappointed. 

3. This is the house. 

4. Speak kindly to all. 

What is the office of many in the first sentence ? What does many 
stand for in the second sentence? What is the subject of the verb in 
this sentence? 



90 LESSONS IN ENGLISH. 

What is the subject of the verb in the third sentence? What does 
this stand for? 

What is the object of the preposition to? What does all stand for? 
Give a sentence in which all is used as an adjective. 

A word that may be used as an adjective or as a pronoun is called an 
adjective pronoun. 

Point out the adjective pronouns in these sentences, and tell whethei 
they are used as subjects or objects : — 

i. Many doubted the speaker's words. 

2. Only a few were invited. 

3. I expected to see only one of the sisters, but both came. 

4. Some amused themselves with games. 

5. That is the larger trunk, but this is the heavier one. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following words used as ad- 
jective pronoitns : — 

several, some, any, many, all, 

each, both, one, either, few, 

this, other, that, neither, these. 

Example. — Several were unable to procure tickets. 

11. 

Write sentences containing the following words used as ad- 
jectives : — 

several, some, this, all, few, 

each, one, that, these, many. 

Example. — Several persons left the room. 



REVIEW. 91 



LESSON LII. 

REVIEW. 

What is a personal pronoun? Name five personal pronouns. 

When is a pronoun said to be in the first person? Give an example. 

When is a pronoun said to be in the third person ? Mention three 
pronouns that are in the third person. 

What is a masculine pronoun ? Name the masculine pronouns. 

What is a feminine pronoun? Name the feminine pronouns. 

W r hat is a neuter pronoun ? Give an example. 

When is a pronoun of the singular number? When of the plural 
number? 

How many forms has the pronoun I? Give the different forms, and 
tell how each is used. 

"WRITTEN EXERCISES. 
I. 

Use in a sentence the nominative form of a personal pronoun 
in — 

1. The first person, plural. 

2. The second person, singular. 

3. The second person, plural, old form. 

4. The second person, plural, common form. 

5. The third person, singular, masculine. 

6. The third person, singular, feminine. 

7. The third person, singular, neuter. 

8. The third person, plural. 

n. 

Use in a sentence the objective form of a personal pronoun in — 



92 LESSONS IN ENGLISH. 

i. The first person, singular. 

2. The first person, plural. 

3. The second person, singular. 

4. The third person, singular, masculine. 

5. The third person, singular, feminine. 

6. The third person, plural. 

m 

Use in a sentence the possessive form of a personal pronoun 



in 



1. The first person, singular. 

2. The first person, plural. 

3. The second person, plural. 

4. The third person, singular, masculine. 

5. The third person, singular, feminine. 

6. The third person, singular, neuter. 

7. The third person, plural. 

IV. 

Write the plural of — 

I, thou, he, she, it. 



Write the plural of — 








me, thee, 


him, 

VI. 


her, 


it 


Write the plural of — 








my, thy, 




her, 


his, 


mine, thine, 




hers, 


its. 



STUDY OF SELECTION. 93 



LESSON LIII. 

STUDY OF SELECTION. 

ROBERT OF LINCOLN. 

I. 

Merrily swinging on brier and weed, 
Near to the nest of his little dame, 
Over the mountain-side or mead, 

Robert of Lincoln is telling his name : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Snug and safe is that nest of ours, 
Hidden among the summer flowers. 
Chee, chee, chee. 

n. 

Robert of Lincoln is gayly drest, 

Wearing a bright black wedding coat ; 
White are his shoulders and white his crest, 
Hear him call in his merry note : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Look, what a nice new coat is mine, 
Sure there was never a bird so fine. 
Chee, chee, chee. 

hi. 

Robert of Lincoln's Quaker wife, 

Pretty and quiet, with plain brown wings, 



94 LESSONS IN ENGLISH. 

Passing at home a patient life, 

Broods in the grass while her husband sings 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Brood, kind creature ; you need not fear 
Thieves and robbers while I am here. 
Chee, chee, chee. 

IV. 

Modest and shy as a nun is she ; 

One weak chirp is her only note. 
Braggart and prince of braggarts is he, 
Pouring boasts from his little throat : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Never was I afraid of man ; 
Catch me, cowardly knaves, if you can. 
Chee, chee, chee. 



Six white eggs on a bed of hay, 

Flecked with purple, a pretty sight ! 
There as the mother sits all day, 

Robert is singing with all his might : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Nice good wife, that never goes out, 
Keeping house while I frolic about. 
Chee, chee, chee. 



STUDY OF SELECTION. 95 

V! 

Soon as the little ones chip the shell, 
Six wide mouths are open for food ; 
Robert of Lincoln bestirs him well, 
Gathering seeds for the hungry brood. 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 
This new life is likely to be 
Hard for a gay young fellow like me. 
Chee, chee, chee. 

VII. 

Robert of Lincoln at length is made 

Sober with work, and silent with care ; 
Off is his holiday garment laid, 
Half-forgotten that merry air, — 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 
Nobody knows but my mate and I 
Where our nest and our nestlings lie. 
Chee, chee, chee. 

Tin. 

Summer wanes ; the children are grown ; 

Fun and frolic no more he knows ; 
Robert of Lincoln's a humdrum crone ; 
Off he flies, and we sing as he goes : 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 



96 LESSONS IN ENGLISH. 

When you can pipe that merry old strain, 
Robert of Lincoln, come back again. 
Chee, chee, chee. 

William Cullen Bryant. 

What is the poem about? 

Read the first stanza. Where was Robert of Lincoln? What was 
he doing? What word would be used in prose instead of mead? What 
do the fifth and sixth lines tell ? What are the two following lines about ? 
What is meant by the nest's being snug? What is meant by its being 
safe ? What are the closing words of the song? 

Read the second stanza. What does the first line tell? What is the 
use of the second and third lines? What is meant by his crest? What 
is the hearer requested to do in the fourth line? What is the song 
about ? 

Read the third stanza. What are the first four lines about? Why is 
she called a Quaker wife? Which words describe her appearance? 
What does the wife do? Where does she brood? What does her hus- 
band sing to her? 

Read the fourth stanza'. What are contrasted in the first four lines ? 
To what is the wife compared ? What is said about her singing ? What 
is the husband called ? What are his words ? 

Read the fifth stanza. How many eggs are spoken of? Of what color 
were they? What did the mother do all day? What did Robert do? 

Read the sixth stanza. What is the meaning of chip ? What hap- 
pened when the shells were chipped? What did Robert do then? 
What was his song now? 

Read the seventh stanza. How did the work and care affect Robert ? 
What is meant by laying off his holiday garment ? 

Ans. Changing his color. 

What was half- forgotten? What is meant by mate in the seventh 
line? By nestlings in the eighth line? 



COMPOSITION. 97 

Read the last stanza. What is the first statement? What is the 
meaning of wanes ? What is the second statement ? The third ? To 
what does he refer in the second line ? What is Robert called in the 
third line? Where does he go? When shall we welcome him back? 

WRITTEN EXERCISE. 

Copy the poem. Arra7ige the lines as they are arranged in 
your book. 



LESSON LIV. 

COMPOSITION. 

Write about Robert of Lincoln* 

hints. — Tell where Robert of Lincoln sings, and what h- 
says in his song. Describe his appearance. Describe his wife, 
and tell what she does. Tell about the little ones. Tell about 
Robert's work and his departure. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound a and 6 in these words like 6 in not.] 

what, hog, bonnet, chocolate, 

wand, log, sonnet, orange. 

[Give 6 a medium sound between o as in not and a as in fall.] 

song, cloth, cost, office, 

strong, soft, coffee, often. 



98 LESSONS IN ENGLISH. 

LESSON LV. 

SINGULAR AND PLURAL FORMS OF VERBS. 

i. The camel bears heavy burdens. 

2. Camels bear heavy burdens. 

3. The boat moves slowly. 

4. The boats move slowly. 

Mention the verb in each sentence and name its subject. 

Which verbs have singular subjects? Which have plural subjects? 
How do the verbs used with the singular subjects differ in form from 
those used with the plural subjects? 

The form of a verb used, with a singular subject is called the 
singular form. 

The form of a verb used with a plural subject is called the plural 
form. 

Verbs used with singular subjects in the third person 
sometimes add s or es, to form the singular ; as, walk, walks ; 
go, goes. 

A few verbs have special forms for singular and plural 
subjects ; as, — 

He is here. He was there. 

They are here. They were there. 

He has the book. 

They have the book. 

Some verbs have special forms for the different persons ; 

as, — 

I have, thou hast, he has, 

I am, thou art, he is. 



SINGULAR AND PLURAL FORMS OF VERBS. 99 

i. Agnes or Edith has the book. 

2. Agnes and Edith are in the garden. 

3. Neither he nor she knows the way. 

4. He and she were at home. 

Who has the book? 

Ans. Agnes has it, or Edith has it. 

How many subjects has the verb are? About whom is the assertion 
made? 

What is the meaning of the third sentence ? Of the fourth sentence ? 

Which verbs in the foregoing sentences are singular? Which are 
plural? How many subjects has each verb? What words connect the 
subjects of the plural verbs? What words connect the subjects of 
the singular verbs? 

Use the plural form of the verb with two singular sub- 
jects connected by and. 

Use the singular form of the verb with two singular sub- 
jects connected by or or nor. 

i. The congregation was large. 

2. The congregation were attentive. 

What is congregation the name of? In which of these two sentences 
do you think of the collection of persons as a whole ? In which do you 
think of the separate individuals in the collection ? What form of the verb 
is used with the first noun? What form is used with the second noun? 

Use the singular form of the verb with a noun naming 
a collection, when the collection as a whole is thought of ; 
use the plural form of the verb, when the separate individ- 
uals in the collection are thought of. 



100 LESSONS IN ENGLISH. 

WRITTEN EXERCISES. 
I. 

Use the following verbs correctly in sentences : — 

live, comes, rides, are, were, 

tells, make, hast, moves, go, 

builds, come, has, was, goes. 

n. 

Write the sentences containing the following, used correctly as 
subjects of singular verbs : — 

September, army, Ralph or his brother, 

window, class, neither Helen nor Anna, 

nephew, j urv > eitJier he or she. 

in. 

Write sentences containing the following, used correctly as sub 
jects ofplutal verbs : — 

caterpillars, family, the horse and his rider, 

houses, army, the house and lot, 

railroads, committee, sun and rain. 



LESSON LVI. 

TIME EXPRESSED BY VERBS. 

i. I see a picture. s. I saw the boat. 

2. I hear the bell. 4. We heard music. 



TIME EXPRESSED BY VERBS. 101 

5. We shall ask for the book. 

6. He will return the ticket. 

Tell what time each verb expresses, in the foregoing sentences. 

What form of the verb see asserts something in present time? What 
form asserts something in past time ? How many forms has the verb 
hear? 

What word is used with ask, to assert a future action ? What word 
is used with return, to assert a future action? 

Note. — A verb that helps another verb to express its meaning is called an 
auxiliary verb. 

A verb that asserts something in present time is said to be in the 
present tense. 

A verb that asserts something in past time is said to be in the past 
tense. 

A verb that asserts something in future time is said to be in the 
future tense. 

Mention the verbs in the following sentences, and tell what time each 
expresses : — 

i. We sailed down the bay. 

2. The sun will ripen the fruit. 

3. The tiger belongs to the cat tribe. 

4. I shall finish the work this evening. 

5. She sat near the window. 

6. The lamp gave a dim light. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the following verbs in the present 
tense : — 



102 LESSONS IN ENGLISH. 

walk, sing, shine, forget, 

see, hear, follow, read. 
ii. 

Write sentences, using the following verbs in the past tense : — 

live, stand, discover, give, 

sell, fold, break, look. 
hi. 

Write sentences, using the following verbs in the future tense : — 

walk, hear, see, sell, 

fold, break, read, forget. 



-LESSON LVII. 

REGULAR AND IRREGULAR VERBS. 

Tell how the past tenses of these verbs are formed : — 

PRESENT. PAST. 

walk, walked, 

play, played, 

move, moved. 

A verb that forms the past tense by adding ed or d to the present is 
called a regular verb ; as, walk, walked ; move, moved. 

Tell how the past tenses of these words are formed : — 

PRESENT. PAST. 

see, saw, 

come, came, 

do, did. 



PARTICIPLES. 



103 



A verb that does not form the past tense by adding ed or d to the 
present is called an irregular verb; as, come, came; do, did. 

WRITTEN EXERCISE. 

Write in one column the verbs below that express present time, 
and in another column those that express past time, and then 
mark the regular and irregular verbs as follozvs : — 





PRESENT. 




PAST. 






Regular. march, 




marched. 






Irregular, begin, 




began. 




march, 


plant, 


walk, 


live, 


move, 


marched 


, planted, 


walked, 


lived, 


moved, 


begin, 


do, 


freeze, 


know, 


write, 


began, 


did, 


froze, 


knew, 


wrote, 


break, 


fly, 


give, 


see, 


catch, 


broke, 


flew, 


gave, 


saw, 


caught, 


come, 


forget, 


g°> 


take, 


hear, 


came, 


forgot. 


went, 


took, 


heard. 



LESSON LVIIL 

PARTICIPLES. 

Some forms of the verb do not assert, but assume or imply certain 
actions; as, — 

i. We met a boy leading a horse. 

2. Hearing his name, Henry turned quickly. 

3. The tree, broken by the wind, fell to the ground. 



104 LESSONS IN ENGLISH. 

Tell what words in the foregoing sentences assert, and what words 
assume, that certain actions have taken place. What does leading de- 
scribe ? 

Leading is part adjective and part verb. As an adjective it describes 
boy, and as a verb it takes an object. 

How is hearing like an adjective? How is it like a verb? 

Of what verb is leading a form ? Hearing ? Broken ? 

Words like leading, hearing, and broken, which are part adjective and 
part verb, are called participles. 

A participle that denotes unfinished action is called a present par- 
ticiple ; as, breaking, writing. 

A participle that denotes finished action is called a past participle ; 
as, broken, written. 

Read the following sentences, and tell the use of each word in 
Italics : — 

1. Opening her eyes, she saw the bright sunshine. 

2. The clouds, gathering in the east, warned us of the coming 
rain. 

3. Taking a key from his pocket, he unlocked the chest. 

4. The traveller, fatigued by his journey, slept soundly. 

5. She rose, trembling with fear, to unbar the door. 

6. Entering the room, he found the captain sitting alone. 

7. Toiling, rejoicing, sorrowing, 
Onward through life he goes. 

WRITTEN EXERCISES. 
I. 

Copy these verbs, and add ing to each, to form the present par- 

ticiple : — 



PARTICIPLES. 



105 



bend, 


find, 


speak, 


wear, 


break, 


go, 


stand, 


walk, 


bring, 


grow, 


sweep, 


talk, 


build, 


show, 


teach, 


march, 


buy, 


sing, 


tear, 


wish, 


do, 


sleep, 


throw, 


tell. 




Example. 


-bend, bending. 





II. 



Copy the past participles in the following list, a?id write oppo- 
site each the verb from which it is derived : — 



broken, 


grown, 


stood, 


told, 


brought, 


made, 


swept, 


thrown, 


done, 


sung, 


taken, 


written, 


found, 


slept, 


taught, 


walked, 


gone, 


spoken, 


torn, 


marched. 


Examp 


Les. — broken 


from break, 






brought from bring. 





PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound o in these words like o in note.] 

st5ne, forge, home, sword, 

whole, forgery, homely, won't, 

[Sound 6 and 6e in these words like o in ton.] 



done, 
does, 



doth, 
dost, 



none, 
nothing, 



some, 
cover, 



wholesome, 
only. 



mother, 
wonder. 



106 LESSONS IN ENGLISH. 

LESSON LIX. 

COMPOSITION. 

PICTURES IN POEMS. 

" Goldenhair climbed up on Grandpapa's knee ; 
Dear little Goldenhair ! tired was she, 
All the day busy as busy could be." 

When you read these lines, what persons do you see? Where is 
"Grandpapa" — in the house or outdoors? Is he walking, standing, 
or sitting? Is he large or small, young or old? Of what color is his 
hair? Does he look cross, or has he a kind, pleasant face? 

Describe the little girl. How old is she? Of what color are her 
eyes and her hair? What do you see "Goldenhair" do? How does 
" Grandpapa" receive her? 

WRITTEN EXERCISES. 

Study carefully the following extracts, and then give full de- 
scriptions of the pichtres which you see in each : — 

i. 

" Somewhat back from the village street 
Stands the old-fashioned country seat. 
Across its antique portico 
Tall poplar-trees their shadows throw." 

ii. 

" The little bird sits at his door in the sun, 
Atilt, like a blossom, among the leaves." 



COMPOSITION. 107 



hi. 

" Before her home, in her accustomed seat, 
The tidy grandam spins beneath the shade 
Of the old honeysuckle ; at her feet 

The dreaming pug, and purring tabby laid ; 
To her low chair a little maiden clings, 
And spells in silence, — while the blackbird sings." 

IV. 

Heaped in the hollows of the grove, the autumn leaves lie 

dead ; 
They rustle to the eddying gust, and to the rabbit's tread." 

v. 

Our bugles sang truce ; for the night-cloud had lowered, 
And the sentinel stars set their watch in the sky ; 

And thousands had sunk on the ground overpowered, — 
The weary to sleep, and the wounded to die." 

VI. 

" Woodman, spare that tree ! 

Touch not a single bough ! 
In youth it sheltered me, 

And I'll protect it now. 
'Twas my forefather's hand 

That placed it near his cot ; 
Then, woodman, let it stand, 

Thy axe shall harm it not ! " 



108 LESSONS IN ENGLISH. 

LESSON LX. 
FORMS OF WHITE. 

The Principal Parts of a verb are the forms from which the other 
parts are derived ; as, — 

raTTWWT T>A*T PRESENT PAST 

PRESENT. PAST. PARTICIPLE. PARTICIPLE. 

write, wrote, writing, written. 

Read these sentences, and tell what time each verb denotes : — 

1. I write the names. 

2. He wrote the names. 

3. I shall write the letter to-night. 

4. He will write the notice. 

What form of write expresses an action in present time ? What form 
expresses an action in past time ? What words are used with write to 
denote future actions? 

i. I have written the letter. 

2. She had written her name in the book. 

3. They will have written before they receive our 
telegram. 

What form of write is used with have ? With had? With will have ? 

Have written denotes the act of writing as completed at the present 
time. 

Had written denotes the act of writing as having been completed 
before some past time. 



FORMS OF WRITE. 109 

Will have written denotes that the act of writing will be completed 
before some future time. 

i. He is writing a letter. 

2. They are writing the invitations. 

a She was writing when I entered the room. 

4. The pupils were writing their lesson. 

In these sentences the verbs denote the act of writing as going on 
or progressing in the present time, or as having progressed in some past 
time. These are called progressive forms of the verb. 

What form of write is used in these sentences ? What four words are 
used with that form ? Is, are, was, and were are forms of the verb be. 

The progressive form of a verb is made up of the present 
participle of that verb with some form of the verb be* 

1. This name is written plainly. 

2. The names are written in the book. 

3. The letter was written last Tuesday. 

4. The stories were written by the pupils. 

What do we call the form of the verb which represents its subject as 
being acted upon ? * 

What form of the verb write is used in these passive forms ? 

The passive form of a verb is made up of the past par- 
ticiple of that verb with some form of the verb be. 

Do not use the past form of a verb with have, has, had. 
is f are, was, or were, 

* See Lesson XX. p. 37. 



110 LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 



CJiange these sentences, making the verbs express past time : — 

1. We write our names on every exercise. 

2. He writes home once a week. 

3. She writes in her diary every night. 

4. They write for the daily papers. 

5. He is writing a story for young people. 

6. They are writing to their old subscribers. 

Example. — We wrote our names on every exercise. 

11. 

Copy the folloiving sentences, and fill the blanks with the cor- 
rect form of write : — 

1. Charles has two letters. 

2. He had his name on the paper before he discovered 

the mistake. 

3. The girls have to their father, 

4. The name is in small letters. 

5. The notice was by a stranger. 

6. The doctor the prescription. 

7. I shall to her parents as soon as I hear from you. 

8. Mrs. Stowe " Uncle Tom's Cabin." 

9. He will to the publishers for a copy of the book. 

10. They have twice about the house. 

1 1. Our sentences should be with care. 

12. as you would speak. 

13. The address is on the package. 



BLOW; DO; COME; SEE. 



Ill 



LESSON LXI. 



BLOW; DO; COME; SEE. 



RESENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE, 


blow, 
do, 


blew, 
did, 


blowing, 
doing, 


blown, 
done. 


come, 


came, 


coming, 


come. 


see, 


saw, 


seeing, 


seen. 



Mention some object which you see at the present time. What did 
you see last week ? What have you seen this morning ? Use some form 
of see with has ; with had. 

In the sentence, " Do your work carefully," what word expresses the 
action? Tell how many examples you did yesterday. Tell how many 
you have done to-day. What form of do should be used with has? 

At what time did you come to school this morning? Use some form 
of come with had. 

How does the wind blow? Use some form of blow with yesterday. 

WRITTEN EXERCISES. 



Change the following sentences, making each express past 
time : — 

1. The wind blows hard to-night. 

2. I see your brother every evening. 

3. The man does his work well. 

4. He does wrong to use the boat without permission. 

5. The teacher comes early in the evening. 



112 



LESSONS IN ENGLISH. 



6. I see that you like the work. 

7. The whistles blow at seven o'clock. 

8. She sees what is to be done, and does the work neatly. 

Example. — The wind blew hard last night. 



11. 



Write sentences showing the correct use of the following 
verbs : — 



is blowing, 
has done, 
will come, 
was seen, 



have seen, 
were doing, 
has blown, 
will see, 



have done, 
had seen, 
have come, 
was done. 



LESSON LXII. 



BREAK; GO; HEAR; KNOW. 



PRESENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE, 


break, 


broke, 


breaking, 


broken. 


go, 


went, 


going, 


gone. 


hear, 


heard, 


hearing, 


heard. 


know, 


knew, 


knowing, 


known. 



Listen ! do you hear anything? Tell what you hear now. Tell what 
you heard last night. 

Tell one thing that you know. Use some form of know with yester- 
day. Use some form of know with have. 



BREAK; GO; HEAR; KNOW. 113 

Name some place where you like to go. When did you go there 
last? 

Did you ever break anything? What did you break? Mention 
some of your playthings that are broken. When were they broken ? 

WRITTEN EXERCISES. 
I. 

Use the following verbs correctly in sentences : — 

was broken, goes, is going, 

have gone, hears, was known, 

will hear, broke, has heard, 

had known, went, had heard. 

ii. 

Copy the following sentences, filling the blanks with some form 
of break, go, hear, or know ; — 

i. My pencil is . 

2. The boys are not at home ; they have to the river. 

3. He is an old friend. I have him a long time. 

4. I the General from his resemblance to the portrait. 

5. I the fire-bells. 

6. We to the wrong station. 

7. They had the news before I reached there. 

8. Henry's arm was by the fall. 

9. Have you the new organ ? 

10. what I say. 

11. No one where to look for the treasure. 

12. They had but a few steps, before they heard the 

same sound again. 



114 



LESSONS IN ENGLISH. 





LESSON LXIII. 






FORMS 


OF VERBS. 




PRESENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE. 


eat, 


ate, 


eating, 


eaten. 


drink, 


drank, 


drinking, 


drunk. 


freeze, 


froze, 


freezing, 


frozen. 


begin, 


began, 


beginning, 


begun. 


rise, 


rose, 


rising, 


risen. 


hang (to suspend), 


hung, 


hanging, 


hung. 


hang (to km), 


hanged, 


hanging, 


hanged. 


ring, 


rang, 


ringing, 


rung. 


show, 


showed, 


showing, 


shown. 


steal, 


stole, 


stealing, 


stolen. 


wear, 


wore, 


wearing, 


worn. 


forget, 


forgot, 


forgetting, 


forgotten. 


give, 


gave, 


giving, 


given. 


choose, 


chose, 


choosing, 


chosen. 


grow, 


grew, 


growing, 


grown. 



WRITTEN EXERCISES. 



Change the following sentences, making the verbs express past 
time : — 

i. She rises from her chair and rings the bell. 

2. The stockings hang by the chimney. 

3. The murderer will be hanged on Friday. 



FORMS OF VERBS. 



115 



4. When the river freezes over, they begin to cut the ice. 

5. He will eat a small piece of bread, and will drink some 
water. 

6. She has forgotten the number of the house. 

7. They will show us many fine specimens. 

8. He chooses his books for their contents. 

9. These flowers grow in the garden. 

10. He will give the boy a new suit of clothes. 

Example. — The stockings hung by the chimney. 

11. 

Write sentences showing the correct use of the following 
words : — 



ate, 


begin, 


rang, 


stole, 


chose, 


rises, 


drank, 


showed, 


forgot, 


grew, 


hung, 


froze, 


steals, 


gives, 


wore. 



III. 



Write sentences containing the following progressive forms , 
is rising, are choosing, 



are eating, 
was drinking, 
am freezing, 
were beginning, 



was hanging, 
is singing, 
are showing, 



am forgetting, 
were giving, 
are growing. 



IV. 



Write sentences containing the following passive forms : 

was frozen, is begun, is hung, 

were shown, was stolen, was given, 



was forgotten, 



were chosen, 



were rung. 



116 



LESSONS IN ENGLISH. 



V. 



Write sentences containing the following : — 



have eaten, 
has drunk, 
had risen, 



had stolen, 
has worn, 
has forgotten, 



has chosen, 
had given, 
have grown. 



LESSON LXIV. 



FORMS OF VERBS. 



FKESEWT, 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE 


shake, 


shook, 


shaking, 


shaken. 


tear, 


tore, 


tearing, 


torn. 


throw, 


threw, 


throwing, 


thrown. 


lose, 


lost, 


losing, 


lost. 


bring, 


brought, 


bringing, 


brought. 


sing, 


sang, 


singing, 


sung. 


run, 


ran, 


running, 


run. 


ride, 


rode, 


riding, 


ridden. 


drive, 


drove, 


driving, 


driven. 


take, 


took, 


taking, 


taken. 


fall, 


fell, 


falling, 


fallen. 


: speak, 


spoke, 


speaking, 


spoken. 


fly, 


flew, 


%ing, 


flown. 


hide, 


hid, 


hiding, 


hidden. 


strike, 


struck, 


striking, 


struck. 



FORMS OF VERBS. 



117 



WRITTEN EXERCISES. 
I. 

Copy these sentences, changing the verbs from the passive form 
to the active form : — 

1. The apples were shaken from the tree. 

2. The letter was torn up, and the pieces were thrown into 
the fire. 

3. The horses were driven slowly. 

4. Not a word was spoken till the bird had flown. 

5. The mail-bag was thrown from the train. 

6. Fresh fruit was brought to our door daily. 

7. The flowers were hidden by the leaves. 

8. The bell was struck for silence. 

9. In the midst of the confusion our tickets were lost. 
10. The umbrella was taken by mistake. 

Example.— They shook the apples from the tree. 

11. 

Write sentences containing the following words used correctly 
as verbs: — 



shook, 


threw, 


sang, 


rode, 


drive, 


tore, 


lose, 


run, 


drove, 


took, 


throws, 


lost, 


fell, 


takes, 


spoke, 


flew, 


hid, 


fall, 


hide, 


struck 



III. 

Write sentences containing the past participle of the follozving 
verbs, used with have, has, or had : — 

tear, run, take, fly, 

throw, ride, fall, hide, 

sing, drive, speak, strike. 



118 



LESSONS IN ENGLISH. 



IV. 

Use each of the following verbs in a sentenre, to express future 
time : — 

lose, ride, speak, hide, tear, 

take, fly, strike, throw. 



bring, 



v. 



Write sentences containing the follozuing progressive forms : — 

is shaking, are bringing, were singing, 

am losing, are riding, was driving, 

is taking, were hiding, is striking. 

PRONOUNCING EXERCISE. 



Pronoimce : — 










[Do not omit the sound of final g.] 




reading, 


stopping, 


going, 


smoking, 


singing, 


touching, 


coming, 


being, 


talking, 


seeing, 


wishing, 


doing, 


walking, 


hearing, 


burning, 


trying, 


calling, 


looking, 


standing, 


spelling. 



LESSON LXV. 

STUDY OF SELECTION. 

THE LANDING OF THE PILGRIM FATHERS IN NEW ENGLAND. 

I. 

The breaking waves dashed high 
On a stern and rock-bound coast, 



STUDY OF SELECTION. 119 



And the woods against a stormy sky 
Their giant branches tossed ; 

n. 

And the heavy night hung dark 

The hills and waters o'er, 
When a band of exiles moored their bark 

On the wild New England shore. 

in. 

Not as the conqueror comes, 

They, the true-hearted, came ; 
Not with the roll of the stirring drums, 

And the trumpet that sings of fame ; 

IV. 

Not as the flying come, 

In silence and in fear ; — 
They shook the depths of the desert gloom 

With their hymns of lofty cheer. 

v. 

Amidst the storm they sang, 

And the stars heard, and the sea ; 

And the sounding aisles of the dim woods rang 
To the anthem of the free ! 

VI. 

The ocean eagle soared 

From his nest by the white wave's foam, 
And the rocking pines of the forest roared, — 

This was their welcome home ! 



120 LESSONS IN ENGLISH. 

VII. 

There were men with hoary hair 

Amidst that pilgrim band ; — 
Why had they come to wither there, 

Away from their childhood's land ? 

VIII. 

There was woman's fearless eye, 

Lit by her deep love's truth ; 
There was manhood's brow serenely high, 

And the fiery heart of youth. 

IX. 

What sought they thus afar ? 

Bright jewels of the mine ? 
The wealth of seas, the spoils of war ? — 

They sought a faith's pure shrine ! 

x. 

Ay, call it holy ground, 

The soil where first they trod ; 

They left unstained what there they found ; — 

Freedom to worship God. 

Felicia Hemans. 

What is this poem about? Read the first two stanzas. 

What does the first line tell? Where did the waves dash high? 
What is meant by a stern coast? What is the meaning of rock-bound ? 
What is the meaning of the third and fourth lines ? How would the first 
two lines in the second stanza be expressed in prose ? On what occasion 
did the waves dash high ? What is an exile? What is meant by mooring 
their bark ? 



COMPOSITION. 121 



Read the next two stanzas. What do the first six lines of these 
stanzas tell? 

Ans. They tell how the exiles did not come. 

How many classes of persons are mentioned whose coming was unlike 
that of the Pilgrims ? How does the conqueror come ? How do the 
flying come ? What do the two remaining lines of these stanzas tell ? 

Read the fifth and sixth stanzas. What does the fifth stanza describe ? 
What does the sixth stanza do ? What welcomed them ? 

Read the seventh and eighth stanzas. What do these stanzas tell? 

Ans. They tell who were in the band. 

How many classes of persons are mentioned ? Name each. What 
is the meaning of hoary ? 

Read the first question in the ninth stanza. Supply words making 
the second question complete. Express the third question fully. What 
does the last line of this stanza tell ? What is meant by their seeking a 
faith's pure shrine ? 

Ans. Seeking a place where they could worship God in their own way. 

Read the last stanza. What' place should be called holy ground? 
Why? 



Copy the poem, and commit it to memory. 



LESSON LXVI. 

COMPOSITION. 

THE PILGRIM FATHERS. 



Find out what you can about The Pilgrim, Fathers, and then 
tell in your own words — 

I. Who the Pilgrim Fathers were, and what caused them to 
leave their native country. 



122 LESSONS IN ENGLISH. 

2. Tell where they went first, how long they remained there, 
and why they decided to come to America. 

3. Describe their voyage to the New World, tell where they 
landed, and mention some of the hardships which they had to 
undergo on their arrival. 





LESSON 


LXVII. 






LAY AND LIE. 




IE SENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE, 


lay, 
lie, 


laid, 
lay, 


laying, 
lying, 


laid. 
lain. 



1. Lay the books on the table. 

2. Lie on the lounge. 

3. The rugs lie on the floor. 

Give the meanings of the words in Italics. Which word means to 
place in position? Which word means to take a reclining position, 
or to occupy a fixed place ? 

What is the past form of lay? What form of lay should be used 
with have and had? 

What is the past form of lie ? What form of lie should be used with 
have and had? 

WRITTEN EXERCISES. 
I. 

Change these sentences, making the verbs in Italics express past 
time : — 



SIT AND SET. 123 



i. I lay the key on the desk. 

2. The soldiers lie down at night. 

3. The cat lies by the fire. 

4. The men are laying a new walk. 

5. They lay the stones with great care. 

6. The cows are lying in the shade. 

11. 

Copy the following sentences, filling the blanks with some form 
of lay or lie : — 

1. the music on the piano. 

2. The rain has the dust. 

3. He down to rest. 

4. He has there an hour. 

5. She the letter on the desk. 

6. The dog was by the fire. 

7. " The gentle race of flowers 

Are in their lowly beds, with the 

fair and good of ours." 

" In the cold moist earth we her, 

when the forests cast the leaf." 



PRESENT. 

sit, 
set, 



LESSON LXVIII. 




SIT AND SET. 




PAST PRESENT 


PAST 


™ PARTICIPEE. 


PARTICIPLE. 


sat, sitting, 


sat. 


set, setting, 


set. 



124 LESSONS IN ENGLISH. 

i. Sit down and rest. 

2. Set the chair by the window. 

What is the meaning of sit in the first sentence ? Of set in the second 
sentence ? 

1. I sat in this seat last night. 

2. The hen is sitting on twelve eggs. 

3. He had sat under that tree for an hour. 

What form of sit expresses a past action ? What ■ form is used with 
are? What form is used with had? 

i. He set out two trees yesterday. 

2. The men are setting fence-posts. 

3. The doctor has set the boy's arm. 

What does set mean in the first sentence ? What time does it ex- 
press ? What form of set is used with are ? What form is used with 
has? 

WRITTEN EXERCISES. 
I. 

Copy the following sentence s> filling the blanks with some form 
of sit or set : — 

1. Howard is out strawberry plants. 

2. Will you by rne ? 

3. the cup on the shelf. 

4. Five little birds were in a row. 

5. Who the table ? 

6. He in the front seat. 



SIT AND SET. 125 



7. They by the pond, watching the gold-fish. 

8. He down to rest before we reached the end of our 

journey. 

11. 

Write sentences containing the past tenses of the verbs — 

sit, set, lie, lay. 

in. 

Write sentences showing the correct use of the follozviug 
verbs : — 

are sitting, had set, was set, 

has lain, is lying, have sat, 

were laid, were laying, was setting. 

IV. 

Write sentences showing the correct use of the following 
verbs : — 

lie, lies, sit, sits, 

lay, lays, set, sets. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound u, ue, and ew in these words like u in use, tube, etc] 

dew, glue, tulip, duel, student, 

pew, flew, tune, fluid, music, 

new, fuel, Tuesday, flute, news, 

blue, tube, duty, stupid, newspaper 



126 LESSONS IN ' ENGLISH. 



LESSON LXIX. 

SHALL AND WILL. 

1. I shall go to-morrow. 

2. We shall return soon. 

3. You will hear the music. 

4. He will receive the letter. 

Name the verbs, and tell what time each expresses. Which verbs 
have subjects in the first person? What word helps to announce the 
future action in those sentences ? 

What is the subject of the third verb? Of the fourth? What word 
helps to announce the future action in the second person and the third ? 

Use shall in the first person, to announce future action. 
Use will in the second and the third person, to announce 
future action. 

1. Shall I close the door ? 

2. Shall we call for you ? 

Name the subject of the first verb. Of the second verb. What auxil- 
iary verb is used in each question ? 

Use shall in the first person, to ask a question. 

WRITTEN EXERCISES. 
I. 

Copy the sentences below, filling the blanks with shall or will : — 

1. I see your father next week. 

2. If the next house takes fire, the whole block burn. 

3. I wait for you ? 




SHALL AND WILL. 



127 



4 

5 
6 

7 

8 

9 

10 



We have warm weather soon. 

If you sit in a draught, you take cold. 



The warm rain 



bring the flowers. 



I 



I bring your shawl ? 
— start at five o'clock. 



I build a fire in the grate ? 

I fear the doors be locked. 



n. 



Write five sentences, using shall, to announce future action. 
Example. — We shall finish the work soon. 



in. 



Write five sentences, using will, to announce future action 
Example.— You will find the climate delightful. 



IV. 



Use I or we in five questions about future actions. 
Example.— Shall I write the letter? 



LESSON LXX. 



SHALL AND WILL. 



i. I will not go. 

2. We will assist you. 

Mention the verb in each sentence, and name its subject. 

In the first sentence the speaker either promises not to go, or expresses 
his determination not to go. In the second sentence what does the 
speaker do ? 



128 LESSONS IN ENGLISH. 

Use will in the first person, to make a promise, or to 
express the determination of the speaker. 

1. You shall not open the box. 

2. The children shall have a Christmas tree. 

What does the speaker state in the first sentence ? Upon whose will 
is the opening of the box to depend ? 

What is promised in the second sentence? Upon whose will does 
the children's having a Christmas tree depend ? 

What verb helps to announce these future actions ? 

Use shall in the second and the third person, to make a 
promise, or to express the determination of the speaker. 

Read the following sentences, state the uses of the verbs printed in 
Italics, and tell why will or shall is used in each case : — 

i. The message will be delivered this afternoon. 

2. I shall take pleasure in looking at your work. 

3. I will retiirn the book to-morrow. 

4. He shall not enter this room. 

5. I shall go to the city to-morrow, and I will do your 
errands. 

6. You shall not be annoyed in this way again. 

7. I shall be away when you arrive. 

8. I will write the names. 

WRITTEN EXERCISES. 
I. 

Write five sentences, using will to make a promise. 
Example. — I will show you a rare coin. 



SHOULD AND WOULD. 129 



II. 

Write five sentences, using will to express the determination of 

the speaker. 

Example. — I will not engage in such work. 

in. 

Write five sentences, using shall to express future action 
dependent on the will of the speaker. 

Example. — He shall be rewarded. 



LESSON LXXI. 
SHOULD AND WOULD. 

Should and would are, in corresponding cases, used in the same 
manner as shall and will ; thus, — 

I. 
i. I shall be pleased to see you. 

2. I should be pleased to see you. 

3. You will enjoy the music. 

4. You would enjoy the music. 

5. He will be surprised at the result. 

6. He would be surprised at the result. 

11. 

1. I will not sign the paper. 

2. I would not sign the paper. 

3. You shall not go if I can prevent it. 

4. You should not go if I could prevent it. 



130 LESSONS IN ENGLISH. 

5. He shall be rewarded. 

6. He should be rewarded. 

WRITTEN EXERCISE. 

Copy the following sentences, substituting should and would 
for shall and will. Make such other changes as may be neces- 
sary : — 

1. I shall be glad to assist you. 

2. We shall find it a difficult task. 

3. I shall be obliged to leave the city before the day of the 
exercises. 

4. He will be warmly received. 

5. You will find the building too small for the purpose. 

6. We shall never see him again. 

7. I will attend the meeting, if I am in the city. 

8. You will be responsible for her action. 

9. It will be difficult to find a person who will suit us. 
10. He thinks the climate will do you good. 



LESSON LXXII. 
LEARN AND TEACH. 

1. He taught the child to sing. 

2. Clara learned her lesson quickly. 

What is the meaning of taughtt Of learned^ Of what verb is 
taught a form ? Of what verb is learned a form ? Which of these verbs 
means to give instruction ? Which one means to receive instruction ? 



MAY AND CAN 



131 



WRITTEN EXERCISE. 

Write sentences, tising the followiiig verbs correctly : — 
teaches, is learning, learns, 

have learned, was teaching, has taught, 

taught, were learned, had learned. 



LESSON LXXIII. 
MAY AND CAN. 

i. May I go home ? 

2. Can Ralph sail a boat . 

What is asked in the first sentence ? What in the second sentence ? 
What word is used to express permission ? What word expresses the 
power of doing ? 

WRITTEN EXERCISE. 

Copy the follozving sentences, filling the blanks with some form 
of learn, teach, may, or can : — 

i. Mabel is a new song. 

He the boy to speak French. 

We were to speak the truth. 

Frances has two poems this week. 



2. 

3- 

4- 

5- 

6. 

7- 
8. 

9- 

10. 

ii. 

12. 



Who you to skate ? 

Howard is the boys a new game. 

Miss Stone us drawing. 

We are to sketch from nature, 

I look at your watch ? 

you hear the watch tick ? 

you play on the piano ? 

I go with you ? 



^32 LESSONS IN ENGLISH. 



LESSON LXXIV. 
THINK; GUESS; EXPECT. 

1. I think they will come. 

2. I could not guess the riddle. 

3. I expect a letter to-morrow. 

What word is used in the first sentence, to express an opinion ? 

What does the speaker say in the second sentence ? What do you 
do when you guess a riddle ? 

When does the speaker say he expects a letter? Would it be right 
to say, " I expect a letter yesterday '"? Why not? 

Expect refers to future action. 

Do not use guess or expect when you mean think, 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, filling the blanks with some form 
of think, guess, or expect : — 

i. I will about the matter. 

2. I to start on the morning train. 

3. — ■ — how much this hat cost. 

4. I — — the tickets are all sold. 

5. They to build a new house in the spring, 

6. I the train will stop. 

7. I your plan is a wise one. 

8. Paul to enter college in September. 

9. Do you the attendance will be large ? 

10. what I have in this box. 



STOP AND STAY. 133 



Write sentences ■, using the following verbs correctly : — 
think, guess, expect, learn, 

teach, will guess, shall expect, will learn. 



LESSON LXXV. 

STOP AND STAY. 

i. He could not stop the horses. 

2. We shall stay in the city two weeks. 

What is meant by stopping the horses ? What is meant by staying in 
the city? 

What does the word stop mean ? What does the word stay mean ? 

Read the following sentences, and give the meanings of the words 
printed in Italics : — 

1. Did you stop at Chicago on your way home ? 

2. Where did you stay while you were in the city ? 

3. The driver is stopping the car. 

4. Mr. Hunt is staying at the Mountain House. 

5. The boat will stop at the first landing. 

6. They are staying at the hotel 

WRITTEN EXERCISE. 

Write sentences containing the following verbs : — 

stop, stayed, are stopping, were stopping, 

stay, stopped, is staying, were staying. 



134 LESSONS IN ENGLISH. 

LESSON LXXVI. 

LOVE AND LIKE. 

1. I like to ride. 

2. We love our friends. 

What kind of things do we like ? What do we love ? Should you use 
Hike or love in speaking of things that are simply pleasant or agreeable to 
you? Which word should you use in speaking of your affection or 
attachment for a person or a thing? 

WRITTEN EXERCISES. 

Ic 

Copy the following sentences, filling the blanks with some form 
of stop, stay, love, or like : — 

i. Our friends are in New York. 

2. The train at every station. 

3. I to draw. 

4. The mother her child. 

5. We our country. 

6. The boy to lie in a hammock. 

7. We are commanded to our enemies. 

8. They are at the new hotel. 

9. The man could not the leak in the pipe. 

10. She will at home through the winter. 

1 1. We shall here a few days. 

12. Henry to study botany. 

13. We visited the public buildings whenever we long 

enough to do so. 



REVIEW. 135 

LESSON LXXVII. 

REVIEW. 
ORAL EXERCISE. 

What is meant by the singular form of a verb ? What is meant by 
the plural form? 

What form of the verb should be used with two singular subjects 
connected by a?id ? Give an example. 

What form of the verb should be used with two singular subjects con- 
nected by or or nor ? Give an example. 

What is a regular verb ? What is an irregular verb ? Give examples 
of each. 

What is an auxiliary verb ? What auxiliary verbs help to form the 
future tenses? 

What does shall express when used in the first person ? What does it 
express when used in the second or the third person ? Give examples. 

What does will express when used in the first person ? What does it 
express when used in the second or the thhd person? Give examples 
of each case. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the past tenses of the following 
verbs : — 



come, 


fly* 


know 


catch> 


walk, 


go- 


do, 


see, 


hear, 


move. 



II. 

Write sentences containing the future tenses of the following 



verbs 



136 LESSONS IN ENGLISH. 

begin, forget, give, show, 

wear, sing, lose, speak. 

in. 

Write the principal parts of the following verbs : — 

see, do, * speak, lay, sit, 

set, take, lie, rise, lose. 

IV. 

Write sentences containing the following words used as parti- 
ciples : — 

going, hearing, eaten, built, 

rising, speaking, written, chosen. 

v. 

Write sentences showing the correct use of the following 
verbs : — 

set, sit, lay, lie, stop, 

learn, teach, think, guess, expect, 

stay, love, like, rise, lose. 



LESSON LXXVIII 

COMPOSITION. 

Write about some article that is prepared for market near your 
; as,— 

ccal, tobacco, wheat, granite, 

cotton, petroleum, butter, maple sugar. 

State, so far as you know, the different steps taken in the pro- 
cess of cultivation or manufacture, and tell in what form and in 
what way the article is taken to market. 



MANNER OF ASSERTING. 



137 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound oo, o, ou, u, and ew like oo in moon.] 

moon, spoon, tour, rural, cruel, 

soon, choose, bouquet, rumor, February, 

room, to, brute, rude, threw, 

root, do, rule, truth, grew, 

roof, you, ruin, truant, crew. 



LESSON LXXIX. 

MANNER OF ASSERTING. 

i. I see the boat. 
2. I do see the boat. 



What do these sentences do? How is the second assertion made? 
Name the verb that simply states a fact. Name the verb that states 
a fact emphatically. 

Give three sentences that state facts. 

i. See the boat. 

2. Lead us not into temptation. 

What does each sentence express? What is the subject of the first 
verb? Of the second? When the subject of an imperative sentence 
is expressed, where is it placed ? * 

Give a sentence that expresses a command. Give one that expresses 
an entreaty. 

• See p. a. 



138 LESSONS IN ENGLISH. 



i. If I see the boat, I will call you. 
2. If I were you, I would go. 

Upon what condition will the speaker call the person addressed? 
Read the part of the sentence that expresses the condition. 

What supposition does the speaker make in the second sentence? 
Upon what does this part of the sentence depend for its meaning? 

Which verbs in the sentences above express something as conditional 
or doubtful? 

i. He can mend the net. 

2. You may open the box. 

3. The sun may shine this afternoon. 

4. The work must be fi7iished to-night. 

Which verb states that some one has the power of performing a cer- 
tain action ? What action is stated as possible ? What action is stated 
as necessary? Which verb expresses permission? 

May or might is used with another verb to express permission or pos- 
sibility ; can or could, to express power or ability ; must, to express 
necessity. 

Mention the verbs in the following sentences, and tell how each 
assertion is made : — 

1. The ship arrived yesterday. 

2. You may stay until five o'clock. 

3. I saw a flock of beach birds. 

4. Listen to the voice of the wind. 

5. If I were an artist, I would sketch this building. 

6. The grapes must be gathered. 

7. The heat might break the glass. 

8. Emma can speak German. 

9. If you speak, you will frighten the bird. 



THE INFINITIVE. 139 

io. I do not see the boat. 

ii. Unless it rain, the fruit will be spoiled. 

12. Give us this day our daily bread. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the verb stand : — 

i. To state a fact. 

2. To express a command. 

3. To express a condition 

11. 

Wf ite sentences, using — 

t. May to express permission. 

2. May to express possibility. 

3. Might to express possibility. 

4. Can to express ability. 

5 . Could to express ability. 

6. Must to express necessity. 

7. Were to express a supposition. 



LESSON LXXX. 

THE INFINITIVE. 

1. They went to ride. 

2. The boy has learned to read, 

3. I asked him to send the paper, 

What words in the foregoing sentences assert actions ? 

What words simply name actions, but do not assert anything? 



140 LESSONS IN ENGLISH. 

The simple form of a verb used with to is called an infinitive. It 
names an action, but does not assert it. 

WRITTEN EXERCISES. 
I. 

Copy these sentences, and draw lines under the infinitives : — 

1. They were obliged to walk. 

2. She did not seem to know him. 

3. We will try to amuse the children. 

4. They wanted a breeze to turn their windmills. 

5. It is more blessed to give than to receive. 

6. The shepherd uses a crook to draw his sheep away from 
a precipice. 

7. The boy hastened to open the gate. 

8. It is always wrong to deceive. 

11. 

Write sentences containing the following infinitives : — 
to build, to ask, to stay, to hear, 

to walk, to tell, to send, to listen, 

to see, to do, to give, to whisper. 

Example. — The birds are beginning to build their nests. 



LESSON LXXXI. 

PHRASES. 

i. A basket of apples stood on the table. 
2. A box holding apples stood on the floor. 



PHRASES. 141 

What is the subject of the first sentence ? What two words can you 
leave out of the subject without destroying the sentence? What is the 
office of the words on the table? 

What is the subject of the second sentence ? What two words can 
you leave out of that subject without destroying the sentence? 

A combination of words performing a distinct office in a sentence, 
but not having a subject and a predicate, is called a phrase. 

Name the phrases in the foregoing sentences, and tell the office of 
each. 

1. The chair in the corner is broken. 

2. The list of names was short. 

What chair is broken ? What does the phrase in the corner modify ? 
Read the phrase in the last sentence. What is its office ? 
A phrase that performs the office of an adjective is called an adjec- 
tive phrase. 

i. She sang in the evening. 

2. She sang in the parlor. 

3. She sang to please her friends. 

Read the phrase in each sentence, and tell what it does. 
A phrase that performs the office of an adverb is called an adverbial 
phrase. 

WRITTEN EXERCISES. 
I. 

Write five sentences, each containing an adjective phrase. 
Example. — The water of our best springs is impure. 

ii. 

Write five sentences, each containing an adverbial phrase. 
Example. — The sun was shining on the mountains. 



142 LESSONS IN ENGLISH. 

III. 

Write sentences containing the following phrases : — 
of violets, in the morning, 

in the corner, at recess, 

on a tree, to open the door, 

smiling pleasantly, to carry a letter, 

hearing his name, in a new house. 

Example. — Smiling pleasantly, she asked our errand. 



LESSON LXXXII. 

STUDY OF SELECTION. 

THE GLADNESS OF NATURE. 

I. 

Is this a time to be cloudy and sad, 

When our mother Nature laughs around ; 

When even the deep blue heavens look glad, 

And gladness breathes from the blossoming ground ? 

ii. 

There are notes of joy from the hang-bird and wren, 
And the gossip of swallows through all the sky ; 

The ground-squirrel gayly chirps by his den, 
And the wilding bee hums merrily by. 

in. 

The clouds are at play in the azure space, 

And their shadows at play on the bright green vale, 

And here they stretch to the frolic chase, 
And there they roll on the easy gale. 



STUDY OF SELECTION. 143 

IV. 

There's a dance of leaves in that aspen bower, 
There's a titter of winds in that beechen tree, 

There's a smile on the fruit, and a smile on the flower, 
And a laugh from the brook that runs to the sea. 

v. 

And look at the broad-faced sun, how he smiles 
On the dewy earth that smiles in his ray, 

On the leaping waters and gay young isles ; 
Ay, look, and he'll smile thy gloom away. 

William Cullen Bryant. 

Read the first stanza. What does this stanza do? Read the first 
line of the question. How many reasons are given in this stanza for 
not being cloudy and sad? State each. What is meant by our mother 
Nature ? Why is she said to be laughing ? 

Read the second stanza. What does the first line tell ? What is a 
hang-bird ? What kind of nest does it build ? What is the second line 
about? What are the swallows doing? What does the squirrel do? 
How does he chirp ? Where does he chirp ? What is the fourth line 
about ? What is the meaning of wilding ? What is the use of merrily ? 

Read the third stanza. What is the first line about? Name the 
phrases in this line and tell the use of each. What is meant by the 
azure space ? What does their refer to in the second line ? What were 
the shadows doing? Does the third line refer to the shadows or to the 
clouds ? What does the fourth line refer to ? 

Read the fourth stanza. Hew many different things in this stanza 
are said to express pleasure ? Name the different things and tell what 
actions are ascribed to them. 

Read the last stanza. What is the reader directed to look at? What 



/ 



144 LESSONS IN ENGLISH. 

is the sun said to be doing? What word indicates the happiness of the 
earth ? Of the waters ? Of the isles ? Why is the reader told to look 
at the sun? 

WRITTEN EXERCISES. 

1. Write in two columns all the phrases found in this poem. 

2. Copy the poem, and commit it to memory. 



LESSON LXXXIII. 

COMPOSITION. 
WiHte about Thanksgiving Day, Tell — 

1. Its origin. 

2. How the day was observed by the early New England 
settlers. 

3. Who appoints our Thanksgiving Day. 

4. How the day is observed. 

5. What benefits are derived from its observance. 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound ou and ow in these words, like ou in our.] 

hour, amount, stout, bound, round, 

house, about, shout, found, sound, 

cow, town, crown, how, found, 

now, how, down, town, frown. 



CLAUSES. 145 

LESSON LXXXIV. 

CLAUSES. 

i. You cannot see the mountain, unless the day is 
clear. 

2. I will buy the book, if you will read it. 

3. The prisoner bowed his head, when he heard the 
sentence. 

How many assertions do you see in each of the foregoing sentences ? 
Name the subject and the predicate in each assertion. 

A part of a sentence that contains a subject and a predicate is called 
a clause. 

Which of the foregoing clauses express complete thoughts? Which 
depend upon the other part of the sentence for their full meaning? 

A clause that expresses a complete thought is called an independent 
clause. 

A clause that depends upon some other part of the sentence for its 
full meaning is called a dependent clause. 

Read the independent clause in each sentence above. Read the 
dependent clause in each sentence, and tell what word joins it to the 
independent clause. 

A sentence containing a dependent clause is called a complex 
sentence. 

WRITTEN EXERCISE. 

Write sentences composed of clauses joined by the following 
words : — 

for, because, as, after, until, 

if, unless, since, when, before. 



146 LESSONS IN ENGLISH 



L.ESSON LXXXV. 

RELATIVE PRONOUNS 



l Here is the man who delivered the message. 

2. The children that passed us will join the party. 

3. It was a large brick house, which stood near the 
church. 

Read the clause in the first sentence. What word connects this 
clause with the word man ? To what does who refer? 

Read the dependent clause in the second sentence. What word is 
limited in meaning by this clause ? To what does that refer ? 

Read the dependent clause in the third sentence, and name the 
subject of the clause. To what does which refer? 

A word that refers to a preceding noun or pronoun and connects it 
with a clause is called a relative pronoun. 

The word to which the relative pronoun refers or relates is called its 
antecedent. 

The relative pronouns arc who, which, and that. 

Who should be used in speaking ot persons. 

Which may be used in speaking of inferior animals or of things. 

That may used in speaking of persons, animals, or things. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, underline the clauses, and draw 
two lines under the antecedents of the relative pronouns : — 

i. General Greene, who commanded the troops, was wounded. 
2. This book, which was sold by subscription, is now out of 
print. 



FORMS OF WHO. 147 



3. The Chairman introduced the speaker, who was warmly 
welcomed. 

4. The insects were placed in a drawer which was lined with 
sheet cork. 

5. Hail to the chief who in triumph advances. 

6. Oh ! a dainty plant is the ivy green 

That creepeth o'er ruins old ! 

7. Do the duty that lies nearest thee. 

11. 

Write sentences containing the following : — 

1. Who referring to a person. 

2. Which referring to an animal. 

3. Which referring to a thing without life. 

4. That referring to a person. 

5. That referring to an animal. 

6. That referring to a thing. 



LESSON LXXXVI. 
FORMS OF WHO. 

1. We met the captain, who received us kindly. 

2. This is the boy whose name was called. 

3. Here is a lady whom you know. 

Read the relative clause in the first sentence. What is the subject of 
the verb received? What does who stand for? 

What is the use of the clause in the second sentence ? To what does 
whose refer? 



148 LESSONS IN ENGLISH. 

Read the clause in the third sentence. What is the subject of know? 
What is its object? In these sentences what relative pronoun is used 
as the subject of a verb ? What one as the object of a verb ? What 
word is used to denote possession ? 

The pronoun who has three forms : — 

who, whose, whom. 

Who is used as the subject of a verb. 
Whose is used to denote possession. 
Whom is used as the object of a verb or of a preposition. 
Name the relative pronouns in the following sentences, and tell how 
they are used : — 

1. One passenger, who ran in the wrong direction, was 
injured. 

2. The most attractive feature of this city is the river to 
which it owes its name. 

3. The handsome buildings that greet one at every turn 
indicate wealth and prosperity. 

4. They entered the library, which was a large room. 

5. She looked longingly at the book which the boy held. 

6. He is a man that all desire to honor. 

WRITTEN EXERCISES. 

Write sentences co7itaining the following words used as relative 
pronouns ; — 

1. Who with the antecedent boy. 

2. Who with the antecedent bi'others. 

3. Whose with the antecedent man. 

4. Whom with the antecedent men. 

5. That with the antecedent woma?i. 

6. Which with the antecedent house. 



INTERROGATIVE PRONOUNS. 149 



LESSON LXXXVII. 

INTERROGATIVE PRONOUNS. 

l Who rang the bell ? 
2. Which do you prefer? 
a What did you find ? 

What does each of these sentences do? Which words in the sen- 
tences are used to ask questions? 

When who, which, and what are used to ask questions, they are called 
interrogative pronouns. 

Who refers to persons. It has three forms ; as, — 

i. Who lives in this house? 

2. Whose is it ? 

3. Whom did you see ? 
Which refers to persons or to things ; as, — 

1 . Which of the brothers came ? 

2. Which of the books did you choose ? 

What refers to things ; as, — 

What did you bring ? 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following interrogative pro- 
nouns : — 

1. Who used as the subject of a verb. 

2. Whose used to denote possession. 

3. Whom used as the object of a verb. 



150 



LESSONS IN ENGLISH. 



4. Whom used as the object of a preposition. 

5. Which referring to a person. 

6. Which referring to a thing. 

7. What used as the subject of a verb. 

8. What used as the object of a verb. 



n. 



6^7/j/ the following sentences^ filling the blanks, with who, 
whose, or whom: — 



1 
2 
3 
4 
5 
6 

7 
8 

9 
10 



Of 



sits with you ? 
do you sit with ? 
did you meet ? 
were you talking with ? 
is this ? 
called me ? 
did he call ? 
— are you speaking ? 
discovered the mistake ? 
shall I ask ? 



PRONOUNCING EXERCISE. 

Pronounce: — 

[Do not sound el and et in these words like il and it.] 

fuel, bushel, get, racket, 

duel, yet, market, rocket. 

[Do not sound est and ent in these words like ist or umt.] 

honest. largest, moment, superintendent, 

boldest, smallest, government, garment. 



REVIEW. 151 

LESSON LXXXVIIL 

REVIEW. 
I. 

Mention each phrase in the following sentences, and tell its office : — 

1. The streets of the city are well paved. 

2. They were playing under the old elm-tree. 

3. Exercise in the open air strengthens the body and improves 
the health. 

4. He waited to hear the answer. 

5. The little cabin on the mountain was lost amongst the 
clouds. 

6. A true friend is one of the most precious gifts of Heaven. 

n. 

Mention the clauses in the following sentences, and tell which are 
dependent clauses and which are independent clauses : — 

1. They came to a bridge, which seemed to be built of iron. 

2. When the danger was past, they returned to the house. 

3. Our only light was from the fire, which was burning up 
brightly. 

4. The evil that men do lives after them. 

5. You can make the experiment, but you must not be disar> 
pointed with the result. 

6. The sun smiles upon the landscape, and earth smiles back 
again upon the sky. 

7. Beneath the window is a wooden bench, on which a long 
succession of weary wayfarers have reposed themselves. 



152 LESSONS IN ENGLISH. 



III. 

Point out the relative pronouns in the following sentences, and tell 
what each stands for : — 

r. This man, who has charge of the building, will show you 
the room. 

2. He was the only man that understood the matter. 

3. These are books that will amuse and interest all classes 
of persons. 

4. He sat down in a large chair, which was the most conspic- 
uous object in the room. 

5. " Few, few were they whose swords of old 

Won the fair land in which we dwell ; 
But we are many, we who hold 

The grim resolve to guard it well." 

IV. 

Name the simple, the compound, and the complex sentences in the 
following, and tell of what clauses the compound and complex sentences 
are composed : — 

1. She stepped quickly across the floor. 

2. If you cannot sleep, you can rest. 

3. " He looked upon his people, and a tear was in his eye ; 

He looked upon the traitors, and his glance was stern 
and high." 

4. If you would find the most wretched man or woman in 
your neighborhood, look for the one who has nothing to do. 

5. They were startled by the tramp of horses' hoofs. 

6. He had won great fame among the children, as the narra- 
tor of wonderful stories. 



COMPOSITION. 153 

7. Do not be too positive. 

8. The water of this fountain, as it spouted upward, was con- 
stantly taking new shapes. 



LESSON LXXXIX. 

COMPOSITION. 

Find out what you can about the Trunk Line Railroads of the 
United States, and tJien tell — 

1. What the Trunk Line Railroads are. 

2. Name the principal lines and tell what cities they connect. 

3. Tell how these railroads benefit the country. 



LESSON XC. 

STUDY OF SELECTION. 

THE DAFFODILS. 

I. 

I wandered lonely as a cloud 

That floats on high o'er vales and hills, 
When all at once I saw a crowd, 
A host, of golden daffodils ; 

Beside the lake, beneath the trees, 
Fluttering and dancing in the breeze. 



154 LESSONS IN ENGLISH. 

II. 

Continuous as the stars that shine 
And twinkle on the Milky Way, 
They stretched in never-ending line 
Along the margin of a bay : 

Ten thousand saw I at a glance, 
Tossing their heads in sprightly dance. 

in. 

The waves beside them danced ; but they 

Outdid the sparkling waves in glee : 
A poet could not but be gay, 
In such a jocund company : 

I gazed, — and gazed, — but little thought 
What wealth the show to me had brought : 

IV. 

For oft, when on my couch I lie 

In vacant or in pensive mood, 

They flash upon that inward eye 

Which is the bliss of solitude ; 

And then my heart with pleasure fills, 
And dances with the daffodils. 

William Wordsworth. 

Read the first stanza. Who is meant by I ? Why is wandered used 
instead of walked 7 What is the use of lonely ? To what is the loneli- 
ness of the poet compared? What is the office of the second line? 
To what does that refer? What do the next two lines tell? Where 
were the daffodils? What is the office of the last line? 



STUDY OF SELECTION. 



155 



Read the second stanza. What do the first four lines describe? 
How were the daffodils arranged? What is the meaning of margin? 
Does the poet mean that he saw exactly ten thousand ? What does he 
mean ? What are the daffodils said to be doing ? 

Read the third stanza. What waves are spoken of ? What did the 
waves do ? In what did the daffodils surpass the waves ? What is i.ne 
meaning of the third and fourth lines ? What do the last two lmes tell ? 

Read the last stanza. Read the principal clause in the first state- 
ment When do they flash upon the inward eye? What is a vacant 
mood ? What is the meaning of pensive ? What does the fourth line 
describe ? Give in your own words the meaning of the first four lines 
of this stanza. What feeling did this sight awaken in the mind of the 
poet? 

WRITTEJY EXERCISES. 
I. 

Use in sentences of your own the following words : — 

wandered, lonely, floats, host, 

golden, beside, beneath, fluttering, 

dancing, continuous, margin, bay, 

glance, sprightly, glee, jocund, 

mood, vacant, pensive, solitude. 

ii. 

Copy the following words, and opposite each write another worn 
meaning nearly the same : — 

gazed, glee, pleasure, jocund, 

margin, wealth, sprightly, show. 



in. 



Copy the poem, and commit it to memory. 



156 LESSONS IN ENGLISH. 

LESSON XCI. 

EXPLANATORY EXPRESSIONS. 

1. Mr. Hall, our new neighbor, was the first one to 
greet us. 

2. Washington, the first President, was buried at 
Mount Vernon. 

Name the subject and the predicate in the first sentence. What is 
the name of the man spoken of ? Who was he ? 

Who was buried at Mount Vernon ? Who was Washington ? 

What is the explanatory part in the first sentence? What in the 
second sentence ? In each sentence what marks separate the explana- 
tory part from the rest of the sentence ? 

An explanatory expression should be separated from the 
rest of the sentence by a comma or commas. 

WRITTEN EXERCISE. 

Copy the following sentences, inserting commas where they are 
needed: — 

1. Charles the eldest son has left home. 

2. Mr. Curtis the speaker of the evening was delayed by an 
accident. 

3. We heard Mr. Spurgeon the great London preacher. 

4. Harry the son of the proprietor has charge of the house. 

5. Daniel Webster the great American statesman died at 
Marshfield. 

6. Washington the capital of the United States was named 
in honor of the first President. 



INTERMEDIATE EXPRESSIONS. 157 



7. San Francisco the largest city in California is noted for 
its fine harbor. 

8. An address was given by the Rev. W. H. Church D.D. 



LESSON XCII. 

INTERMEDIATE EXPRESSIONS. 

1. They, too, carried a flag. 

2. The general, riding to the front, led the attack. 

3. He has bought, I hear, a large tract of land. 

Read the first statement. What word is placed between the verb and 
its subject? How is this word separated from the rest of the sentence? 

What is the second statement about? What did the general do? 
What is the use of the phrase, riding to the front? How is it separated 
from the rest of the sentence ? 

What is the subject of the verb has bought? What is its object? 
What words are placed between the verb and its object? How are they 
separated from the rest of the sentence ? 

Words, phrases, or clauses placed between parts of a sen- 
tence closely related, should generally be separated from 
the rest of the sentence by commas. 

WRITTEN EXERCISE. 

Copy the following sentences, and insert commas where they 
are needed: — 

1. He will no doubt follow your advice. 

2. I did him however a great injustice. 



158 LESSONS IN ENGLISH. 

3. It is I think the third house from the corner. 

4. "My dear Edward" said he "this is truly kind." 

5. The book having been read was returned to the library. 

6. He was on the whole pleased with the work. 

7. The boatman who knew the danger told the passengers to 
sit still. 

8. This was in fact the only interesting feature of the exer- 
cises. 

9. He has from first to last given us the benefit of his advice. 
10. Perhaps too he has forgotten the circumstance. 



LESSON XCIII. 

TRANSPOSED EXPRESSIONS. 

1. The building will be completed in a short time. 

2. In a short time, the building will be completed. 

3. The flower will fade if you pick it. 

4. If you pick the flower, it will fade. 

What is said about the building? Mention the verb in this sen- 
tence. What phrase modifies the verb will be completed? Where is it 
placed? How does the second sentence differ from the first? How is 
the phrase separated from the rest of the sentence ? 

Read the principal clause in the third sentence. Read the depend- 
ent clause. Upon what verb does the dependent clause depend? 
Where is it placed? Where is the dependent clause placed in the 
fourth sentence ? How is it separated from the rest of the sentence ? 



TRANSPOSED EXPRESSIONS. 159 

When a phrase or a clause is placed out of its natural position, it is 
said to be transposed. 

A transposed phrase or clause should generally be sepa- 
rated from the rest of the sentence by the comma ; as, /;/ 

the morning, sow thy seed. 

Note. — If the phrase is closely united with the sentence, the comma is not 
used; as, Beneath the window is a wooden bench. 



WRITTEN EXERCISE. 

Copy the following sentences, and place commas where they are 
needed: — 

i. Before we could reach the spot the gate was closed. 

2. On entering the house he found everything in confusion. 

3. In the middle of January he was summoned home. 

4. If there were time to spare I should be glad to give you an 
account of our journey. 

5. Without hesitating an instant he stepped forward. 

6. If you take my advice you will turn back. 

7. When everything was ready the doors were thrown open. 

8. One cold winter night a knock came at the door. 

9. As he entered the city he noticed the many changes that 
had taken place since his last visit. 

10. In skating over thin ice safety lies in speed. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Do not omit the sound of d in these words.] 

sands, builds, hands, grand'mother, 

winds, holds, handful, grandfather. 



160 



LESSONS IN ENGLISH. 



[Do not omit the sound of t in these words.] 

tracts, facts, exactly, hosts, 

acts, instructs, boasts, posts. 

[Do not omit the sound of h in these words.] 

which, when, white, what, 

while, where, wheat, whether. 



LESSON XCIV. 



QUOTATION MARKS. 



" Harry," said Herbert Green, "when are you going to 
try your new skates ? " 

" To-morrow," replied Harry. " Will you go with me ? " 

" Yes ; where shall we go ? " said Herbert. 

" If we could get an early start," said Harry, " we 
might go down to Turner's Pond." 

" All right," said Herbert ; " I'll be ready." 

Whose remark is repeated in the first sentence of this conversation ? 
What did Herbert Green say? Give his exact words. What three 
words divide Herbert's question into two parts? How is each part 
enclosed ? 

Read Harry's reply. Give his exact words. 

Whose words are repeated in the third remark? 

When the words of one person are repeated by another, they are 
called quotations. The little marks [" "] that enclose the exact 
words used by another are called quotation marks. 



INDIRECT QUOTATIONS. 161 

Whose words are repeated in the fourth remark? What words 
divide this quotation into two parts ? How are the words said Harry 
separated from the rest of the sentence ? 

Read the first part of the last quotation. Read the second part. 
By what is each part enclosed ? 

When the exact words of a person are repeated by an- 
other, they should be enclosed by quotation marks ; as, 

Agassiz once said, "I have no time to waste in making money" 

When a quotation is divided by other words, each part 
should be enclosed by quotation marks ; as, " The greatest of 
faults" says Carlyk, " is to be conscious of none." 

WRITTEN EXERCISE. 

Write a short conversation between two girls about a picnic. 
Be careful to use quotation marks correctly. 



LESSON XCV. 

INDIRECT QUOTATIONS. 

i. Robert said, " I will carry the basket." 

2. Robert said that he would carry the basket. 

3. Mr. Brown said to us, " Do not go through my 
field. 

4. Mr. Brown said that we must not go through his 
field. 

Read Robert's words in the first example. W T hose remark is repeated 
in the second example ? Are his exact words given ? 



162 LESSONS IN ENGLISH. 

When one person repeats the exact words of another, the quotation 
is called a direct quotation. 

When one person tells what another has said, but does not use the 
speaker's exact words, the quotation is called an indirect quotation. 

W T hat kind of quotation do you see in the third example? What 
kind in the fourth example? 

By what are the direct quotations enclosed? With what kind of 
letter does each begin ? What mark is placed before each direct quo- 
tation ? 

The first word of a direct quotation should begin with a 
capital letter. If the quotation is short, it should be sep- 
arated from the preceding part of the sentence by a comma ; 

as, The man said, "1 have finished the work" 

An indirect quotation should not be enclosed by quotation 
marks, should not begin with a capital letter, and generally 
should not be separated from the preceding words by a 
comma; as, The man said that he had finished the work. 

WRITTEN EXERCISE. 

Copy the following sentences, and place quotation marks and 
commas wherever they are needed : — 

i. Once more he cried Stop a minute. 

2. Charles said that he had received a letter from his uncle. 

3. Mother said Clara Green may I go down to the bridge with 
Edith Hope this afternoon ? 

4. Herbert says that we planted the seeds too deep. 

5. Listen to this boys said she and hear what was done with 
your letter. 

6. This is a pleasant day said Mr. Snow. Does it not make 
you happy Emily ? 



STUDY OF SELECTION". 163 

7. What did he say to you when he came by asked the officer 

8. He told me that he had to run to save his life. 

9. " * Sisters and brothers, little maid, 

How many may you be ? ' 
' How many ? Seven in all,' she said, 
And wondering looked at me." 



LESSON XCVI. 

STUDY OF SELECTION. 

THE PIED PIPER OF HAMELIN. 
I. 
Hamelin Town's in Brunswick, 
By famous Hanover city ; 

The river Weser, deep and wide, 

Washes its wall on the southern side ; 

A pleasanter spot you never spied ; 
But, when begins my ditty, 

Almost five hundred years ago, 

To see the townsfolk suffer so 
From vermin, was a pity. 

n. 

Rats! 

They fought the dogs, and killed the cats, 

And bit the babies in the cradles, 
And ate the cheeses out of the vats, 

And licked the soup from the cooks' own ladles, 



64 LESSONS IN ENGLISH. 

Split open the kegs of salted sprats, 
Made nests inside men's Sunday hats, 
And even spoiled the women's chats, 
By drowning their speaking, 
With shrieking and squeaking 
In fifty different sharps and flats. 

m. 

At last the people in a body 

To the Town Hall came flocking : 
"'Tis clear," cried they, "our Mayor's a noddy ; 

And as for our Corporation, — shocking 
To think we buy gowns lined with ermine 
For dolts that can't or won't determine 
What's best to rid us of our vermin ! " 
At this the Mayor and Corporation 
Quaked with a mighty consternation. 

IV. 

An hour they sat in council ; 

At length the Mayor broke silence : 

" I wish I were a mile hence ! 

Oh for a trap, a trap, a trap ! " 

Just as he said this, what should hap 

At the chamber door but a gentle tap ? 

" Bless us," cried the Mayor, " what's that ? 

Anything like the sound of a rat 

Makes my heart go pit-a-pat ! " 
"Come in!" — the Mayor cried, looking bigger: 
And in did come the strangest figure ! 



STUDY OF SELECTION. 465 



His queer long coat from heel to head 
Was half of yellow and half of red ; 
And he himself was tall and thin, 
With sharp blue eyes, each like a pin, 
And light loose hair, yet swarthy skin, 
No tuft on cheek nor beard on chin, 
But lips where smiles went out and in. 

v. 

He advanced to the council-table : 

And, " Please your honors," said he, " I'm able, 

By means of a secret charm, to draw 
All creatures living beneath the sun, 
That creep, or swim, or fly, or run, 

After me so as you never saw ! 
And I chiefly use my charm 
On creatures that do people harm, — 
The mole, and toad, and newt, and viper ; 
And people call me the Pied Piper. 
If I can rid your town of rats 
Will you give me a thousand guilders ? " 
"One ? fifty thousand ! " — was the exclamation 
Of the astonished Mayor and Corporation. 

VI. 

Into the street the Piper stept, 
And ere three shrill notes the pipe uttered, 
You heard as if an army muttered ; 
And the muttering grew to a grumbling ; 
And the grumbling grew to a mighty rumbling ; 
And out of the houses the rats came tumbling. 



166 LESSONS IN ENGLISH. 

Great rats, small rats, lean rats, brawny rats, 
Brown rats, black rats, gray rats, tawny rats, 
Grave old plodders, gay young friskers, 

Fathers, mothers, uncles, cousins, 
Cocking tails and pricking whiskers, 

Families by tens and dozens, 
Brothers, sisters, husbands, wives — 
Followed the Piper for their lives. 
From street to street he piped advancing, 
And step for step they followed dancing, 
Until they came to the river Weser, 

Wherein all plunged and perished. 

Read the first two stanzas. What is this poem about? Where is 
Hamelin? How is it situated? 

From what did the people of Hamelin suffer? How did the rats 
annoy them? 

Read the third and fourth stanzas. To whom did the people of 
Hamelin go for relief ? What happened while the Mayor and Corpo- 
ration sat in council? Describe the person that came in. Why do 
you think he was called the Pied Piper? 

Read the fifth stanza. Whom did the stranger address? What did 
he say ? What did the Mayor and Corporation say in reply ? 

Read the sixth stanza. Where did the Piper go ? What took place 
when he blew his pipe ? What did the rats do ? What became of them ? 

WRITTEN EXERCISES. 
I. 

Give in your own words the meanings of the following 
words : — 



STUDY OF SELECTION. 



16"/ 



spied, 


ermine, 


quaked, 


ditty, 


hence, 


ere, 


vermin, 


tap, 


ladle, 



sprat, charm, 

chat, guilder, 

council, swarthy 



n. 



Write in your own words a description of the Pied Piper. 



LESSON XCVII. 

STUDY OF SELECTION. 

THE PIED PIPER OF HAMELIN. - Continued. 
vn. 

You should have heard the Hamelin people 

Ringing the bells till they rocked the steeple. 
" Go," cried the Mayor, " and get long poles, 
Poke out the nests and block up the holes ! 

Consult with carpenters and builders, 
And leave in our town not even a trace 

Of the rats ! " when suddenly, up the face 

Of the Piper perked in the market-place, 

With a, " First, if you please, my thousand guilders ! " 



VIII. 



A thousand guilders ! The Mayor looked blue ; 

So did the Corporation too. 

To pay this sum to a wandering fellow 

With a gypsy coat of red and yellow ! 



168 LESSONS IN ENGLISH. 



" Beside," quoth the Mayor, with a knowing wink, 

" Our business was done at the river's brink ; 

But as for the guilders, what we spoke 

Of them, as you very well know, was in joke. 

Besides, our losses have made us thrifty. 

A thousand guilders ! Come, take fifty ! " 

The Piper's face fell, and he cried, 

" No trifling ! I can't wait, beside ! 

And folks who put me in a passion 

May find me pipe to another fashion." 

"How?" cried the Mayor, "d'ye think I'll brook 

Being worse treated than a cook ? 

You threaten us, fellow ? Do your worst, 

Blow your pipe there till you burst ! " 



rx. 

Once more he stept into the street ; 

And to his lips again 

Laid his long pipe of smooth straight cane ; 
And ere he blew three notes 
Small feet were pattering, wooden shoes clattering, 
Little hands clapping, and little tongues chattering, 
And, like fowls in a farmyard when barley is scattering, 

Out came the children running. 
All the little boys and girls, 
With rosy cheeks and flaxen curls, 
And sparkling eyes and teeth like pearls, 
Tripping and skipping, ran merrily after 
The wonderful music with shouting and laughter. 



STUDY OF SELECTION. 169 

X. 

The Mayor was dumb, and the Council stood 

As if they were changed into blocks of wood, 

Unable to move a step, or cry 

To the children merrily skipping by, — 

And could only follow with the eye 

That joyous crowd at the Piper's back. 

But how the Mayor was on the rack, 

And the wretched Council's bosoms beat, 

As the Piper turned from the High Street 

To where the Weser rolled its waters 

Right in the way of their sons and daughters ! 

However, he turned from south to west, 

And to Koppelberg Hill his steps addressed, 

And after him the children pressed ; 

Great was the joy in every breast. 

" He never can cross that mighty top ! 

He's forced to let the piping drop, 

And we shall see our children stop ! " 

When lo ! as they reached the mountain-side, 

A wondrous portal opened wide, 

As if a cavern was suddenly hollowed ; 

And the Piper advanced and the children followed, 

And when all were in to the very last, 

The door in the mountain-side shut fast. 

Robert Browning. — Abridged. 

What did the last lesson give an account of? Read the first stanza 
in this lesson. How did the people of Hamelin express their joy at 
their deliverance from the rats ? What did the Mayor direct them to 



170 LESSONS IN ENGLISH. 

do? In the midst of their rejoicings, who came to the market-place? 
What did he say? 

Read the eighth stanza. How did the Mayor answer the Piper's 
demand for the thousand guilders? What reply did the Piper make? 
How did the Mayor receive his threat? 

Read the ninth stanza. Where did the Piper go? What did he do? 
What took place ? Describe the children. 

Read the last stanza. What did the Mayor and Council do when 
they saw the children following the Piper? What became of the chil- 
dren? 

WRITTEN EXERCISES. 
I. 

Use the following words in sentences of your own: — 

steeple, pole, consult, trace, trifling, 

joke, thrifty, losses, threat, flaxen, 

dumb, forced, portal, cavern, advanced. 

n. 

1. Write in a column the words used to describe the rats, 

2. Write in a column the words used to describe tJie children. 

3. Copy the last five lines in the ninth stanza, and commit them 
to memory. 



LESSON XCVIII. 

COMPOSITION. 

Write from memory the story of The Tied Piper of Hamelin, 

Give the leading incidents of the story as clearly as you can. 



DICTATION EXERCISES. 171 



LESSON XCIX. 

DICTATION EXERCISES. 
I. 

1. The boy turned to the belfry, clapped his hands, and 
shouted, " Ring ! ring ! " 

2. Not far from the gateway, they came to a bridge. 

3. Walter, who was slightly known to the artist, explained 
the object of their visit. 

4. She said she had not looked into the box. 

5. A celebrated writer says, " Take care of the minutes, and 
the hours will take care of themselves." 

6. Ring out the old, ring in the new, 

Ring, happy bells, across the snow : 
The year is going, let him go ; 

Ring out the false, ring in the true. 

Tennyson. 

11. 

THE BIRDS' CHRISTMAS CAROL. 

They have sweet Christmas music in Norway. It is a song 
in the air. On Christmas Eve, after the birds have gone to 
rest, the good people bring from their store-houses sheaves of 
corn and wheat, and tying them to slender poles, raise them 
from every spire, barn, gate-post, and gable. Then when the 
Christmas sun arises, every spire and gable bursts into sudden 
song. The children run out to hear the old church-spire sing- 
ing, and the older people follow. The air is filled with the 
flutter of wings and is alive with carols of gladness. 



172 LESSONS IN ENGLISH. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Do not omit the sound of r in these words.] 

dark, bark, garden, arms, car, 

hark, harm, warm, are, cart, 

lark, barn, carpet, far, card, 

large, star, market, jar, hard. 



LESSON C. 

ANALYSIS OF SENTENCES. 

Give a brief analysis of the following sentences ; thus : — 

i. Tell the kind of sentence. 

2. Name the subject and the predicate. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

Example i. — Two horsemen rode slowly up the hill. 

1. This is a simple declarative sentence. 

2. The subject is two hojsemen. The predicate is rode slowly up 
the hill 

3. The subject consists of the noun horseme?i, modified by the adjec- 
tive two. 

4. The predicate consists of the verb rode, modified by the adverb 
slowly, and by the adverbial phrase tcp the hill. 

Example ii. — She turned the Tiey, and the lid sprang back. 

This is a compound declarative sentence, consisting of two indepen 
dent clauses connected by and. 



ANALYSIS OF SENTENCES. 173 



I. 

i. The subject of the first clause is she. The predicate of the first 
clause is turned the key. 

2. The subject consists of the pronoun she. 

3. The predicate consists of the verb turned, and of the object key, 

modified by the. 

11. 

1. The subject of the second clause is the lid. The predicate of the 
second clause is sprang back. 

2. The subject consists of the noun lid, modified by the. 

3. The predicate consists of the verb sprang, and of the adverb back. 

Example hi.— The books that you ordered have eome. 

This is a complex declarative sentence, consisting of one indepen- 
dent clause and one dependent clause. 

1. 

1. The subject of the entire sentence is the books that you ordered. 
The predicate of the entire sentence is have come. 

2. The subject consists of the noun books, modified by the, and by 
the adjective clause that you ordered. 

The predicate consists of the verb have come. 

11. 

1. The subject of the dependent clause is you. The predicate is 
that ordered. 

2. The subject consists of the pronoun you. 

3. The predicate consists of the verb ordei'ed, and of the object 



that. 



SENTENCES FOR ANALYSIS. 

1. The soil of these islands is very fertile. 

2. Their cottage stood on a small knoll. 

3. The hunter carried a rifle on his shoulder. 



174 LESSONS IN ENGLISH. 

4. Sponges are the skeletons of small marine animals. 

5. He entered the room softly, but she heard his step. 

6. A soft answer turneth away wrath, but grievous words 
stir up anger. 

7. The sun was setting as they entered the village. 

8. If you will listen, I will tell you the story. 

9. They entered a broad pathway, which seemed to be very 
neatly kept. 

10. Listen to that buzz of the loom, as the shuttle passes to 
and fro. 

11. My life's beset, my path is lost, 

The gale has chilled my limbs with frost. 

12. When life is all sport, toil is the real play. 



LESSON CI. 

STUDY OF SELECTION. 

THE OLD CLOCK ON THE STAIRS. 

I. 

Somewhat back from the village street 
Stands the old-fashioned country-seat. 
Across its antique portico 
Tall poplar-trees their shadows throw ; 
And from its station in the hall 
An ancient timepiece says to all, — 

" Forever — never ! 

Never — forever ! " 



STUDY OF SELECTION. 175 

II. 

Half-way up the stairs it stands, 

And points and beckons with its hands 

From its case of massive oak, 

Like a monk, who, under his cloak, 

Crosses himself, and sighs, alas ! 

With sorrowful voice to all who pass, — 

" Forever — never ! 

Never — forever ! " 

in. 

By day its voice is low and light ; 

But in the silent dead of night, 

Distinct as a passing footstep's fall, 

It echoes along the vacant hall, 

Along the ceiling, along the floor, 

And seems to say, at each chamber-door, — 

" Forever — never ! 

Never — forever ! " 

IV. 

Through days of sorrow and of mirth, 
Through days of death and days of birth, 
Through every swift vicissitude 
Of changeful time, unchanged it has stood, 
And as if, like God, it all things saw, 
It calmly repeats those words of awe, — 

" Forever — never ! 

Never — forever ! " 



176 LESSONS IN ENGLISH. 

V. 

In that mansion used to be 
Free-hearted Hospitality ; 
His great fires up the chimney roared ; 
The stranger feasted at his board ; 
But, like the skeleton at the feast, 
That warning timepiece never ceased, — 

" Forever — never ! 

Never — forever ! " 

VI. 

There groups of merry children played, 

There youths and maidens dreaming strayed ; 

O precious hours ! O golden prime, 

And affluence of love and time ! 

Even as a miser counts his gold, 

Those hours the ancient timepiece told, — 

" Forever — never ! 

Never — forever ! " 

VII. 

From that chamber, clothed in white, 
The bride came forth on her wedding night ; 
There, in that silent room below, 
The dead lay in his shroud of snow ; 
And in the hush that followed the prayer, 
Was heard the old clock on the stair, — 

" Forever — never ! 

Never — forever! " 



STUDY OF SELECTION. 177 

VIII. 

All are scattered now and fled, 
Some are married, some are dead ; 
And when I ask, with throbs of pain, 
" Ah ! when shall they all meet again ? " 
As in the days long since gone by, 
The ancient timepiece makes reply, — 

" Forever — never ! 

Never — forever ! " 

IX. 

Never here, forever there, 
Where all parting, pain, and care, 
And death, and time shall disappear, — 
Forever there, but never here ! 
The horologe of Eternity 
Sayeth this incessantly, — 

" Forever — never ! 

Never — forever! " 

Henry Wadsworth Longfellow,, 

What is this poem about ? Read the first stanza. What is the first 
statement about? What kind of country-seat was it? Where did it 
stand? What is the subject of the next statement? What did the 
poplar-trees do? What is a portico? What is the meaning of antique? 
What is the subject of the next statement? What is the meaning of 
ancient? From what place did the clock say something? To whom 
did it speak ? What did it say ? What does the sound of the last four 
words resemble ? 

Read the second stanza. What does the first line tell ? What is the 



178 LESSONS IN ENGLISH. 

clock said to do ? From what place did the clock point and beckon ? 
To what is the clock compared ? How was it like a monk ? 

Read the third stanza. What does the first line tell? What does 
the remainder of the stanza tell? To what does it refer in the fourth 
line? Where did the voice of the clock echo? When did it echo? 
What is meant by the dead of night? To what is the sound compared 
in the third line ? Where did the clock seem to speak ? What did it 
say? 

Read the fourth stanza. What is asserted of the clock in the fourth 
line? Through what had it stood unchanged? Whose sorrow and 
mirth are spoken of in the first line ? What is the meaning of vicissi- 
tude? What does the sixth line tell? How did the clock repeat the 
words of awe? 

Read the fifth stanza. What does this stanza tell? When are people 
said to exercise hospitality? 

Read the sixth stanza. What does this stanza describe ? What hours 
are so precious? 

Read the seventh stanza. What do the first two lines tell? What 
does the remaining part of the stanza describe ? 

Read the eighth stanza. To whom does all refer? Of what is the 
second line explanatory? What question is asked in the fourth line ? 
What does the timepiece reply? 

Read the last stanza. Give the meaning of this stanza in your own 
words. What is the meaning of horologe ? Of incessantly ? 

Who wrote this poem? What do you know about the author? 

Copy the poem, and commit it to memory. 



REVIEW. 179 

LESSON CII. 

REVIEW. 

1. Write sentences containing the following words used as 
relative pronouns : — 

who, whose, whom, which, that. 

2. Write sentences containing the following words used as 
interrogative pronouns : — 

who, whose, whom, which, what. 

3. Write sentences containing — 

1. A phrase modifying a verb. 

2. A phrase modifying the subject of a verb. 
3.' A phrase modifying the object of a verb. . 

4. Write sentences containing — 

1. A clause modifying a verb. 

2. A clause modifying the subject of a verb. 

3. A clause modifying the object of a verb. 

5. Define a simple sentence, and give an example. 

6. Define a compound sentence, and give ait example. 

7. Define a complex sentence, and give an example. 

8. Write sentences illustrating the difference between a direct 
and an indirect quotation. 

9. Write the uses of the Italicized words in the following : — 

" I flew to the pleasant fields traversed so oft 

In lifers morning march, when my bosom was young ; 
I heard my own mountain-goats bleating aloft, 

And knew the sweet strain that the corn-reapers sung." 



180 LESSONS IN ENGLISH. 

RULES FOR CAPITAL LETTERS. 
I. 

The first word of every sentence should begin with a 
capital letter. 

ii. 

A proper noun should begin with a capital letter ; as> Her 

bert, London. 

Note. — When a proper name is made up of two or more words, each word 
should generally begin with a capital letter; as, New York, Yale College. 

III. 

Words derived from proper nouns should begin with cap- 
ital letters ; as, Christian, Roman. 

IV. 

The names of the days of the week and the names of the 
months should begin with capital letters ; as, Monday, June. 

v. 

When a title is applied to an individual, or when it is 
used as part of a name, it should begin with a capital let- 
ter ; as, The Mayor of Chicago, President Lincoln, Aunt Mildred. 

VI. 

The name of a religious body or of a political party, or 
of any special body of men, should begin with a capital 
letter ; as, Presbyterians, Democrats, Preemasons. 

VII. 

Words naming particular things or events of special 
importance should begin with capital letters ; as, The Decla- 
ration of Indepe?idence, The Constitution of the United States. 



MARKS OF PUNCTUATION. 181 

Tin. 

The important words in the title of a book, of a news- 
paper, or of any other composition, should begin with cap- 
ital letters ; as, Robinson Crusoe, Harper's Young People, My Trip 
to the Mountains. 

IX. 

All names and titles of the Deity should begin with 
capital letters; as, Lord, Creator, Father, The Supreme Being. 

x. 

The pronoun I and the interjection O should be written 

with capital letters; as, O father, I see a gleaming light/ 

XI. 

The first word of a direct quotation should begin with 
a capital letter ; as, He replied, " Kindness wins friends." 

XII. 

The first word of every line of poetry should begin with 
a capital letter ; as, — 

" TJie curfew tolls the knell of parting day, 
The lowing herd winds slowly o'er the lea, 
The ploughman homeward plods his weaiy way, 
And leaves the world to darkness and to ?ne." 

MARKS OF PUNCTUATION. 
I. 

A complete sentence, not interrogative or exclamatory, 
should be followed by a period. 

ii. 

Every abbreviated word should be followed by a period: 
ss, Mr., Dr., Prof. 



182 LESSONS IN ENGLISH. 



III. 

The title of a composition, the address of a person on 
a letter, and the signature to a letter or other document, 
should be followed by a period. 

IV. 

An interrogative sentence should be followed by the 
interrogation point; as, Whither are you going? 

v. 

An exclamatory word, phrase, or sentence should be fol- 
lowed by the exclamation point ; as, Hark ! I hear footsteps. 
O noble judge / What a wonderful gift he possesses / 

VI. 

Words or phrases in the same construction should be 
separated by commas ; as, The lowlands are hot, damp, and un- 
healthy. 

Note. — Two words in the same construction, or two short phrases connected by 
and, or, or nor, should not be separated by the comma; as, He zuas brave and 
patriotic. 

VII. 

A transposed phrase or clause should generally be sepa- 
rated from the rest of the sentence by a comma ; as, In a 
very short time, they had passed the spot. If we fail, you will be dis- 
appointed. 

Note. — If the phrase is closely united with the sentence, the comma is not used; 
as, Beneath the window is a wooden bench. 

VIII. 

An explanatory phrase should be separated from the 
rest of the sentence by a comma or commas ; as, Milton, the 
great English poet, was blind. 



MARKS OF PUNCTUATION. 183 

IX. 

Words, phrases, or clauses placed between closely related 
parts of a sentence should be separated from the rest of the 
sentence by commas ; as, It was, in fact, the only thing to do. 

x. 

The members of a compound sentence, when short and 
closely connected, should be separated by the comma; as, 

We found the box, but it was e?npty. 

XI. 

When the members of a compound sentence are sub- 
divided by the comma, they are usually separated by the 
semicolon ; as, The little brook ran along, pausing here to form a 
pool; and then it hurried onward, as if in haste to reach the lake. 

XII. 

Every direct quotation should be enclosed by quotation 
marks. When the quotation is divided by other words, 
each part should be enclosed by quotation marks ; as, "The 
greatest of faults,'' 1 says Carlyle, "is to be conscious of none." 

XIII. 

If a quotation is short and not formally introduced, it 
should be separated from the preceding part of the sen- 
tence by a comma ; as, Agassiz once said, " I have no time to 

waste in making money." 

xiv. 

When a quotation is formally introduced by thus, as fol- 
loivs, these words, or some similar expression, it should be 
preceded by a colon ; as, Agassiz replied as follows ; " I have no 
time to waste in making money." 



184 LESSONS IN ENGLISH. 

XV. 

The name of a person addressed should be separated 
from the rest of the sentence by a comma or commas ; as, 
Where are you going, Paul? Come, Frank, the boat is ready. 

RULES FOR PLURALS. 

I. 

Add s to the singular of most nouns, to form the plural ; 

as, bird, birds; paper, papers. 

ii. 

When the singular ends in a sound that does not unite 
easily with the sound of s, some nouns add es to the sin- 
gular, to form the plural; as, glass, glasses; box, boxes; watch, 
watches ; dish, dishes. 

in. 

Some nouns ending in / or fe, change / or fe to ves, to 
form the plural ; as, leaf, leaves; knife, knives. 

TV. 

Some nouns ending in y, change y to ies, to form the 
plural ; as, fly, flies ; city, cities ; army, armies. 

Vo 

When a noun ends in y, if a, e, or © comes before the y, 
add s to the singular, to form the plural ; as, day, days ; jour- 
ney, journeys ; toy, toys. 

TI. 

Some nouns form their plurals in irregular ways ; as, man, 
men; mouse, ?nice ; child, children. 



RULES FOR POSSESSIVES. 185 



VII. 

Some nouns have the same form in the singular and in 
the plural ; as, sheep, deer, trout, cannon, 

RULES FOR POSSESSIVES. 

I. 

Add the apostrophe (') and s to a singular noun, to form 
the possessive ; as, day, day's; sister, sister's. 

n. 

Add the apostrophe (*) to a plural noun ending in s, to 
form the possessive ; as, days, days' ; sisters, sisters'. 

in. 

Add the apostrophe (') and s to a plural noun not ending 
in s, to form the possessive ; as, women, women's; children, 
children's. 



Part Fourth. 



lesson i. 

THE PARTS OF A LETTER. 

A Letter is made up of five parts. (See Form on next page.) 

If a letter fills a page or more, it should begin about an inch 
and a half from the top of the page. But if it occupies only a 
few lines, it should begin lower down, so that the margins above 
and below the letter may be about equal. The first line of the 
heading should begin a little to the left of the middle of the page. 

A margin should be left on the left-hand side of each page. 
The width of this margin should be about one-quarter of an 
inch on note-paper, and about half an inch on large letter-paper. 

The address is usually placed at the beginning of a business 
letter and at the close of a familiar letter. 

When the address is placed at the close of a letter, the saluta- 
tion should begin at the marginal line, on the first line below 
the heading, and the body of the letter should begin at the end 
of the salutation, on the first line below. 

WRITTEN EXERCISE. 

I. Copy on note-paper the following letter-form. Leave on the 
left-hand side of each page a margin one-quarter of an inch wide, 



188 LESSONS IN ENGLISH. 







[heading.] 


c£y 


[salutation.] 


6, *&#f:_ 








[body of 


LETTER.] 







\6fof44, 


[conclusion.] 


U, 


[address.] 




J2x£c>vmed'. 




Cyvlczt^td>tmj 


(fa. 







THE HEADING. 189 



and arrange the different parts as they are arra7iged in the model 
given. 

2. Write a letterfoi'm similar to the o?te given in this lesson, 
using in it your own name and address, and the name and address 
of one of your friends. Draw dotted lines to represent the body 
of the letter 



LESSON II. 

THE HEADING. 

The Heading of a letter shows where the letter was written 
and when it was written. 

If the letter is written from a city, the heading should contain 
the number of the house, the name of the street, the name of 
the city, and the name of the state. 

Note. — Sometimes the number of the post-office box is used instead of the 
number of the house and the name of the street. 

If the letter is written from a small town, the heading should 
contain not only the name of the town and the name of the 
state, but the name of the county also. 

If the letter is written from a large school, from a hotel, or 
from any well-known institution; the name of the institution 
may take the place of the street and number. 

The heading should begin about an inch and a half from the 
top of the page, and a little to the left of the middle. If the 
heading is short, it may be written on one line. If it occupies 
two or three lines, the second line should begin a little farther 



190 LESSONS IN ENGLISH. 

to the right than the first, and the third line should begin a 
little farther to the right than the second. 

FORMS OF HEADING. 
1. 






3. 



4. 

(?.0. Go* fJS, Qenv-el, @o/.j 



5. 






THE HEADING. 191 



Mention the different items in each heading. What mark is used to 
separate those parts ? What mark is placed at the close of each heading ? 

Separate by commas the different items in the heading, 
and place a period at the close of the heading. 

Note. — If any of the words in the heading of a letter are abbreviated, the 
different items must be separated by commas the same as if the words were written 
in full. A period must be placed after each abbreviation. 

Do not omit the name of the state from the heading of a 
letter; thus, not Springfield, July 24, 1888. 

Do not abbreviate the name of a city ; not N. Y. for New York. 

Do not abbreviate the distinguishing word in the name of 
a county ; thus, not Scho. Co. for Schoharie Co., Wash. Co. for 
WasJiington Co. 

Do not write st, d, or th after the number denoting the day of 
the month, when that number is immediately followed by the 
number denoting the year; not, Jan. 1st, 1876, for Jan. 1, 1876; 
May 3d, 1870, iorMay 3, 1870; Dec. 25th, 1885, for Dec. 25, 1885. 

WRITTEN EXERCISES. 
I. 

I. Copy the foregoing Headings. Be careful to arrange the 
different parts as they are arranged in the forms given. 

EL 

Write headings for letters from the items given below. A rrange 
the items like those in the foregoing forms. 

1. Austin, Texas, May 3, 1883. 

2. 839 Wabash Avenue, Chicago, Illinois, November 15, 1880. 

3. Cooperstown, Otsego County, New York, August 26, 1874. 



192 LESSONS IN ENGLISH. 

4. Yale College, New Haven, Connecticut, February 22, 1891. 

5. P. O. Box 947, Philadelphia, Pennsylvania, January 17, 1896. 

in. 

Write a heading for a letter to be sent from your home to-day. 



LESSON III. 

THE SALUTATION. 

The Salutation consists of the opening words of respect or 
affection. 

FORMS OF SALUTATION. 

To relatives or friends — 

hzouo Sa/Uvuv, — 77ly cL&cuv (QLaAsCU, — 

Tfly dzoui, TftotAuo, — bzouo Uyn@Lb tt&ruLy, — 
l?ly ciboiiy ofwt&v, — h&(Ub TTtifoo, (ScLw-cubcUh, — 

h&OUb fed/IAMA/l: — hbOVU Tftv. /ifaA^&V: — 

To strangers — 

htcub TTiaxla/yyu : — $zm£Lz> / )ru& / yb : — 

With what kind of letter does each salutation begin ? Mention the 
words that are used for the names of the persons addressed. By what 
marks are some of the salutations followed ? By what are others fol- 
lowed ? 



THE CONCLUSION. 193 

When the words father, mother, sister, cousin, etc., are 
used in the salutation of a letter, they should begin with 
capital letters. 

The salutation may be followed by a comma and a dash, 
or by a colon and a dash. 

Note. — Some writers do not use the dash iruthe salutation unless the body of the 
letter begins on the same line as the salutation. 

When the address is placed at the close of a letter, the salu- 
tation should begin at the marginal line, on the first line below 
the heading; but when the address is placed at the beginning of 
a letter, the salutation should be placed on the first line below 
the address. (See p. 188, and pp. 196 and 197, Ex. 1 and 2.) 

WRITTEN EXERCISES. 
I. 

Copy the foregoing Forms of Salutation. 

11. 

Write a salutation for a letter to — 

1. Your mother or your guardian. 5. Your teacher. 

2. A lady who is a stranger. 6. Your aunt. 

3. A gentleman who is a stranger. 7. One of your classmates 

4. A business firm. 8. Your cousin. 



LESSON IV. 

THE CONCLUSION. 

The Conclusion of a letter is made up of the closing words 
of respect or affection and the signature of the writer. 



194 LESSONS IN ENGLISH. 

FORMS OF CONCLUSION. 
1. 



0>V<€<in<€Z<'t'l£ / t£&<W<id, J 



<o€w€>e ^. (/sltzifon,. 



3. 









zw t 



^t^d-j/teo^j^U^^f tyo-wld-, 



sf&ritzl'ved' Uu. Csrl&'Wirid>v< / ? / i'. 



THE CONCLUSION. 195 

With what kind of letter does each conclusion begin? What mark 
separates the closing words from the name of the writer? What mark 
is placed after the signature ? • 

The first word of the conclusion should begin with a 
capital letter. 

The closing words should be separated from the signature 
of the writer by a comma. 

A period should be placed after the signature of the writer. 

Some of the forms used in closing familiar letters are — 

Your friend. Your affectionate father. 

Lovingly yours. Your loving son. 

Affectionately yours. Ever yours. 

Most sincerely yours. Very sincerely 

The most common forms for closing business letters are — 

Yours respectfully. Yours truly. 

Respectfully yours. Very truly yours. 

Yours very truly. Very respectfully yours. 

When the words, sister, brother, friend, etc., are used in 
the conclusion of a letter, they should begin with small 
letters. (See Form 3, p. 194.) 

WRITTEN EXERCISES. 
I. 

Copy the foregoing Forms of Conclusion. 

11. 

1. Write five different forms for closing familiar letters, 

2. Write five different forms for closing btcsiness letters. 



196 LESSONS IN ENGLISH. 



LESSON V. 

THE ADDRESS. 

The Address is made up of the name, the title, and the resi- 
dence or place of business of the person written to. 

Note. — If the letter is an important one, the address should contain not only 
the name of the place where the letter is to be sent, but the street and number, the 
county, or such other items as make up the full address. But in ordinary letters the 
name of the city or town and the name of the state will be sufficient. Many per- 
sons omit the address altogether in familiar letters. 

In business letters, the address of the person written to is 
usually placed at the beginning of the letter ; but in letters to 
relatives or intimate friends, it is written at the close of the 
letter. When the address is placed at the beginning of a letter, 
it should begin at the marginal line, on the first line below the 
heading (see Business Letter, p. 203) ; but when it is placed at 
the close of a letter, it should begin at the marginal line, on the 
.first line below the signature (see p. 188). 

FORMS OF ADDRESS. 
1. — Business ^Letter. 



THE ADDRESS. 197 



2. — Business Letter. 






■af £Ae J3$^A> twd^.; etc. 



3. — Familiar Letter. 



■atzl -C-at^^^t^ €Z£Zt^€%fo£el; 



O^U^^n^ G&Lv&l; (Z/ZtQ^o-A. 

Mention the different items in each address and tell how those parts 
are separated. What mark is placed at the close of each address ? 

Separate the different parts of the address by commas, 
and place a period at its close. 

Do not forget to use a title when writing a person's address 
Some of the most common titles used in addresses are — 



198 LESSONS IN ENGLISH. 

I. — Before the Names of Persons. 

Mrs.,* Miss, Mr., Rev., Prof., 

Master, Misses, Messrs., Dr., Hon. 

Prefix Mrs. to the name of a married woman ; Miss to the 
name of an unmarried woman ; Mr. to the name of a man who 
has no higher title ; and Master to the name of a boy. In 
writing to two or more gentlemen, use the title Messrs. ; to two 
or more young ladies, the title Misses. Prefix Rev. to the name 
of a clergyman, or Rev. Mr. if the Christian name is not known ; 
Dr. to the name of a physician ; Prof, to the name of one who 
has been elected to a professorship in a college or other insti- 
tution of learning ; and Hon. to the name of a cabinet officer, 
a member of Congress, a judge, a mayor, and to the names of 
some others of similar rank. 

Note. — When a lady writes to a stranger, she should prefix Miss or Mrs. to her 
name, so that the person who answers the letter may know how to address the reply. 

II. — After the Names of Persons. 

Esq.,* M.D., D.D., 

A.M., Ph.D., LL.D. 

Esq. is added to the name of a member of the legal profes- 
sion, and to the names of civil officers not entitled to the prefix 
Hon. A.M., M.D., Ph.D., D.D., and LL.D. are titles conferred 
by universities, colleges, or other institutions of learning. 

Do not prefix Mr. to a name when Esq., A.M., or some simi- 
lar title is added to the name ; and do not prefix Dr. to a name 

* The meanings of these titles are given in the list of abbreviations on pages 
219-221. 



THE BODY OF A LETTER. 199 

that is followed by one of the titles, M.D., Ph.D., D.D., or 
LL.D.; thus, not Dr. John Brown, M.D., but Dr. John Broivn, 
or John Brown, M.D. Not Rev. Dr. Henry S. White, D.D., 
but Rev. Dr. Henry S. White, or Rev. Henry S. White, D.D. 

WRITTEN EXERCISE. 

Write addresses to be used in letters for — 

a married lady, a boy, a clergyman, 

an unmarried lady, an editor, a physician, 

a member of Congress, a business firm, a lawyer. 



LESSON VI. 

THE BODY OF A LETTER. 

The Body of a letter usually begins at the end of the saluta- 
tion, on the first line below it (see p. 188) ; but when the address 
and salutation together occupy more than two lines, the body 
of the letter may begin on the same line with the salutation. 
(See pp. 196 and 203.) 

Adapt the style of the letter to the subject. In writing to 
relatives or to intimate friends, be unreserved — write as you 
would talk if your friends were present. In writing to superiors 
or to strangers, be respectful. 

Begin at once with what you wish to say, and when you have 
finished do not try to think of something to fill the sheet, but 
add the closing words of respect or affection, and sign your 
name. 

Do not write a succession of short sentences with the subjects 



200 LESSONS IN ENGLISH. 

omitted; as, Had a pleasa?zt journey. Fozmd my friends well. 
Shall expect to hear from you soon. 

Do not begin a new paragraph under the last word of the 
preceding paragraph, but leave a space the width of the margin 
at the beginning of the first line in every paragraph, except the 
first. 

Do not rule a line for the margin of a letter. 

When you use the letters st, d, or th after the day of the 
month, do not write them above the line, but on the line ; as, 
Dec. 16th, not Dec. \6~. 

Do not place periods after ist, 2d, 3d, 4th, etc. 

Do not place two periods at the close of a sentence when the 
last word is abbreviated ; as, His address is Springfield, III. 
Not, His address is Springfield, III.. 

Do not forget to enclose a postage stamp when you write 
requesting an answer for your own benefit. 

Do not send a letter carelessly written. Pay particular atten- 
tion to penmanship, capital letters, and marks of punctuation. 

WRITTEN EXERCISES. 
I. 

Write a letter to one of your cousins or to some other friend, 
describing your school. Tell the number of pupils, the number of 
tcacJiers, and such other things about the school as interest you most. 

Follow the form given on page 188. Give your full address 
in tJie heading, and sign your own name to the letter. 

11. 

Suppose you are away fi'om home attending school. Write a 
letter to some member of your family, requesting to have some 
article that you need sent to you. 



THE SUPERSCRIPTION. 



201 



LESSON VII. 

THE SUPERSCRIPTION. 

The address on the envelope is called the Superscription. 

FORMS OF SUPERSCRIPTION. 





Stamp. 





\ 


Stamp. 


G?ev. ^nty o4f. C ^l^el, $.$., 




(/IC'i'W'lZs/Sj 


S*@. @$«* ss?. s6v*t*t. 



202 LESSONS IN ENGLISH. 

Write the first line of the address near the middle of the 
envelope, making the right and left margins equal. Begin each 
of the other lines a little farther to the right than the preceding 
line. 

Do not rule the envelope with a pin, or with a pencil, even if 
you erase the mark. 

Be careful not to address the envelope upside down. Write 
the address so plainly that it cannot be misunderstood. 

Place the stamp at the upper right-hand corner of the en- 
velope. 

To fold a sheet of ordinary note-paper so that it will fit an 
envelope a little longer than the width of the sheet, lay the 
sheet before you with the first page up, and the double edge 
toward your left hand. Then turn the lower third of the sheet 
up, fold the upper third down over this, and press the folds. 

If a large square envelope is used, only one fold should be 
made. Place the sheet before you in the manner described, 
turn the lower part of the sheet up until the lower and upper 
edges meet, and press the fold. 

Insert the letter in the envelope in such a manner that it 
may be right side up when it is taken from the envelope and 
unfolded. 

WRITTEN EXERCISE. 

1. Copy on envelopes tJie foregoing superscriptions. 

2. Write on e7iv elopes the s?iperscriptions of letters to be sent 
to — 

1. Your father or guardian. 3. Your teacher. 

2. One of your classmates. 4. A business firm. 

5. Your uncle in a distant city. 



BUSINESS LETTER. 203 

LESSON VIII. 

A BUSINESS LETTER. 
FORM OF BUSINESS LETTER. 



61 a (QamvphM eft., £awmvitl& / /(y., 
hmvynAub 23, /88a. 


two- dolLdUb {$f), f<yu wAi&fu fiL&0b&& &&yuL 


to yyiy 6Lclc0bi&& co ^ojnj of "/{aAsfmUfa Vcyu/kba 
S ) ^(yfaL& // fav <yyi& yzovb, (ytai/n/nA/ria w-vUo Ui& 


viuxfc ruumiAub. 


yowu& ^boyp.tfdyJjnAilAf, 


ja/yyvm^ €. ^"UA/youb. 



What is the first thing spoken of in the body of the letter? What 
does the letter ask to have sent? Where is it to be sent? When is 
the subscription to begin? 



204 LESSONS IN ENGLISH. 

Copy the foregoi?ig letter. Pay particular attention to capital 
letters, marks of punctuation^ and arrangement of the different 
parts. 



LESSON IX. 

LETTERS ORDERING PERIODICALS. 



Write a letter ordering "St. Nicholas," "Youth's Companion," 
" Wide Awake," or some other magazine or paper that you would 
like to take. 

Use your own name and address in the letter, and write as 
carefully as if the letter were to be sent. 

ii. 

Write a letter ordering some newspaper that is published near 
your home. 



LESSON X. 

CHANGE OF ADDRESS. 

Suppose you are a subscriber for some magazine or paper, and 
that you wish to have the address changed. Write to the pub- 
Ushers and request to have the paper sent to your new address. 
Mention in your letter the name of the periodical, and give the 
old address as well as the new. 



LETTERS ORDERING BOOKS. 205 



LESSON XL 

LETTERS ORDERING BOOKS. 

Hartford, Conn., Sept. 7, 1885. 

Messrs. Houghton, Mifflin, & Co., 
4 Park Street, 

Boston, Mass. 
Gentlemen : — Please send me, by the American Express, 
the following books ; — 

1 Hawthorne's Twice-Told Tales, School Edition. 
I Uncle Tom's Cabin, Popular Edition. 

1 American Prose, cloth. 

2 doz. Longfellow Leaflets. 
2 doz. Whittier Leaflets. 

Please send the bill by mail. 

Yours respectfully, 

E. D. Read. 

Note. — If you are ordering books that are published in various styles, state in 
your order not only the title of the book, but also the edition and style of binding 
that you prefer. It is well to state also the author's name. 

WRITTEN EXERCISE. 

1. Copy the foregoing letter. 

2. Think of some book that yon would like to own, and write 
to the publishers and order the book. 

3. Write to the publishers of your Reader or of your Geography, 
a?id 01'der a sufficient number of copies of the book to supply you? 
class. 



206 LESSONS IN ENGLISH. 

LESSON XII. 

MISCELLANEOUS ORDERS. 

1. Write to William Gray, Canton, N.Y., ordering the follow- 
ing seeds to be sent, by mail, to your address : — 

I pkg. Pansy, light blue, 1 5 cts. ; I pkg. Pansy, King of the 
Blacks, 15 cts. ; 1 pkg. Verbena, scarlet, 20 cts. ; 1 pkg. Ver- 
bena, mixed varieties, 20 cts. ; I pkg. Sweet Mignonette, 5 cts. ; 
1 oz. Sweet Peas, mixed colors, 10 cts. 

Follow the form given in the last lesson. 

2. Write a letter to some business firm that you know, order- 
ing goods of some kind. State clearly the number and kind of 
articles that you want, and tell how you wish them sent. 



LESSON XIII. 

MISCELLANEOUS APPLICATIONS. 

Frankfort, Ind., July 17, 1887. 

Rev. Joseph Cummings, D.D., LL.D., 

President of the Northwestern University, 

Evanston, 111. 

Sir : — Please send me a copy of your last catalogue, 

and oblige. 

Respectfully yours, 

Albert Raymond. 
Who is addressed in this letter? How many titles are added to his 



BILLS. 



207 



name? What marks separate those titles from the remainder of the 
address and from each other? 



'WRITTEN EXERCISE. 

1. Copy the letter at tJie lie ad of this lesson. 

2. Write to the principal of some large school asking for a cir- 



cular of the school. 

3. Write to a dry goods firm for samples of goods, 
kind of goods you wish. 



Tell what 



LESSON XIV, 

BILLS. 
1, 

Mr. Lyman Gilbert, 



Chicago, Nov. 1, 1884. 



Bought of Smith & Howard. 



50 lbs. Coffee Sugar, (a) 8? 

10 lbs. Java Coffee, " 35^ 

4 lbs. Oat Meal, " 5^ 

8 doz. Eggs, " 20^ 

4 gals. Molasses, " 70^ 

50 lbs. Butter, "25^ 

2 doz. Lemons, " 15^ 



$ 4 
3 

1 

2 

12 



#24 
Received Payment, 

Smith & Howard, 

per Scott. 



00 

5° 
20 

60 

80 

5° 
30 



90 



208 



LESSON IN ENGLISH. 



When a bill is paid, the person to whom the money was due 
gives a receipt, or writes "Received Payment," and signs his 
name. The latter is called receipting a bill. 

When a clerk receipts a bill, he signs the name of his em- 
ployer, and then writes his own name below. In the example 
above, a clerk named Scott receipted the bill for his employers. 

What should be written first in a bill? Where should the name of 
the person that buys the articles be written? Where should the name 
of the person or firm that sells the articles be written? How are the 
names of the articles written ? 

2. 



Miss Helen R. White, 



Philadelphia, April 23, 1885. 
To Margaret D. Harris, Dr. 



1885 




Mar. 


3 


a 


9 


a 


!9 


Apr. 


3 


a 


9 


(t 


2 3 



1 Mozart Sonata 

1 Haydn Sonata 

1 Nocturno, Zimmermann . . . 

1 Songs without Words, Mendelssohn 

1 Rondo, Beethoven 

1 Term Instruction 

Received Payment, 



20 



5° 

75 

5° 
00 

35 
00 



$23 l 10 



Margaret D. Harris. 

Of what is the second bill a record ? Where are the different items 
placed? Where are the dates written? What words should not be 
written until the bill is paid? 

WRITTEN EXERCISE. 

Ride paper as in the models given, and copy the two bills. 



RECEIPTS. 209 



LESSON XV. 

BILLS. 

WRITTEN EXERCISES. 
I. 

Herman Fuller bought the following articles of Bell and Nor- 
ton, Minneapolis, Minn., Dec. 17, 1883: 1 Saddle @ $15 ; 1 
Bridle @ $5 ; 1 Riding Whip @ $2 ; 2 pairs Skates @ $2.50; 2 
Pocket Knives @ $.75 ; 1 Hatchet @ $1.25. 

Make out the bill, and receipt it in your ozun name as clerk. 

11. 

Mrs. Harriet West of Buffalo, N.Y., made a dress for Mrs. 
Orlando Foster. She furnished the following articles : 2 J yds. 
French Silesia @ 22^ ; 7 yds. Cambric @ 6^ ; 2 doz. Buttons 
@$i.oo; 3 Whalebones @ 10^; Braid, Silk, and Twist, 40^. 
She charged $10 for making the dress. 

Make out a receipted bill, dated May 10, 1887. Follow the 
Form given in Lesson XIV. 



LESSON XVI. 

RECEIPTS. 

A written acknowledgment of money or goods received is 
called a Receipt ; as, — 



210 LESSONS IN ENGLISH. 



100. 




tfAias jio eOtyuuUd', to vad^nce aecou/nt. 

771. J. Jouu£. 



3. 



/Sd. (uiuxi^o, Ju^e- 1, 7&8Y' 

Jtecewed Tuwn ity4^W 77l. (Tuuiifotd 
Jnu^tu (TJo^Uu^, jKrt waul to trite date. 

77iu.0.X TfrUfJIt. 

When is a receipt given ? By whom is it signed ? In how many 
places is the amount written ? How is it written ? Why is it written 
twice ? 

For what purpose was the first sum paid ? What is meant by " bal- 
ancing" an account? 

WRITTEN EXERCISES. 
I. 

Copy the foregoing receipts. Be careful to arrange the different 
parts like those in the models given. 

ii. 
Suppose Walter D. Moore rents a house that you own. On 



ADVERTISEMENTS. 211 

the first day of this month he paid you thirty dollars for rent of 

house to that time. 

Write a receipt for the amount received. Follow the Forms 

given in this lesson. 

hi. 

Look at the bills in Lesson XIV., and write the two receipts 
that might have been given in place of the receipted bills. 



LESSON XVII. 

ADVERTISEMENTS FOR ARTICLES LOST. 

Lost. — On Saturday afternoon, between the Commercial 
Bank and the Post Office, a small black morocco pocket-book, 
containing a check on the Commercial Bank and one or two 
dollars in silver. The finder will be suitably rewarded upon 
leaving the article at 714 Broadway. 

What was lost? What does the phrase on Saturday afternoon tell? 
What does the second phrase tell? What words describe the pocket- 
book? What did the pocket-book contain? Where was the finder 
requested to leave the article ? 

When you write an advertisement about an article that is lost, 
describe the article so clearly that it may be known from your 
description. 

WRITTEN EXERCISE. 

Suppose you have lost one of the articles named below. Write 
a?i advertisement about the lost article, to be inserted in one of the 
tapers in your town. 

bracelet, knife, dog, horse. 



212 LESSONS IN ENGLISH. 

LESSON XVIII. 

ADVERTISEMENTS FOR ARTICLES FOUND. 

Found. — In Main Street, last Friday morning, a watch. The 
owner can have the article by calling at this office, proving the 
property, and paying for this notice. 

What article was found ? Where was it found ? When was it found ? 
What is meant by proving the property ? 

When you write an advertisement about an article that has 
been found, do not describe the article fully, lest the wrong per- 
son should claim it. 

WRITTEN EXERCISE. 

Suppose you have found one of the things named below. Write 
a notice for a paper, advertising the article. 

muff, coat, bank-book, travelling-bag. 



LESSON XIX. 

ADVERTISEMENTS FOR HELP, 
l. 

Wanted. — A neat, strong girl for general housework ; must 

understand cooking; references required. Apply at 189 West 

57th Street. 

». 

Wanted. — A bright, active, honest boy for office-work. 



ADVERTISEMENTS. 213 



Apply by letter, stating age and giving references. Address 
Dr. L. B. Porter, P. O. Box 1247, New York. 

What is the first advertisement for? What qualifications must the 

girl have ? How is the applicant expected to apply ? 

What is the second advertisement for? How is the applicant to 
apply ? 

WRITTEN EXERCISE. 

1. Copy the foregoing advertisements. 

2. Write an advertisement asking for a woman or a girl to 
take care of young children. Mention some of the qualities that 
the applicant must possess. 

3. Write a letter in answer to the second advertisement above. 
Give for reference the name of your teacher. 

Note. — Do not forget the proper form for the heading, the address, and the 
other parts. Remember that a neat, well-written letter, sent in answer to an adver- 
tisement, will aid the applicant in securing the desired position. 



LESSON XX. 

ADVERTISEMENTS FOR SITUATIONS. 

Wanted. — By a young man, a situation as coachman ; un- 
derstands the care of horses and is a careful driver ; good 
references. Address F. B., 325 Third Avenue. 

Who advertises for a situation ? What situation does he wish ? What 
does the writer say he can do? 

WRITTEN EXERCISE. 

X. Write an advertisement for a situation as gardener. 



214 LESSONS IN ENGLISH. 

2. Write an advertisement for a situation as cook. 

3. Write an advertisement for a situation as janitor. 

4. A dressmaker wishes to go out by the day. Write an ad- 
vertisement for her. 



LESSON XXL 

NOTICES OF PUBLIC MEETINGS. 

The annual meeting of the Woman's Foreign Missionary 
Society will be held at the Fourth Presbyterian Church on 
Tuesday, the 25th inst, at 3 o'clock p.m. 

Of what meeting is this a notice ? Where is it to be held ? When 
is it to be held? 

WRITTEN EXERCISES. 
I. 

Rev. William Howard, D.D., will deliver a lecture on Tem- 
perance at some church or hall in your place. Write a notice of 

the lecture. 

11. 

Some society in your place is to hold an annual meeting fo. - 
the election of officers. Write a notice of the meeting. 

hi. 

Your school is to have public exercises. Write a notice telling 
where and when the exercises are to be held. 

IV. 

Write public notices similar to those you heard read from the 
pulpit last Sunday. 



TELEGRAPHIC DESPATCHES. 215 



LESSON XXII. 

TELEGRAPHIC DESPATCHES. 

1 . Write from the items given below, telegraphic despatches of 
not more than ten words each. 

Note. — Do not count the words in the addresses nor in the signature. 

1. 

Hanover, N.H., Dec. 17, 1889. 
Mrs. G. W. Hall, 

Rutland, Vt. 

I shall not reach home to-night, on account of a railroad 

accident. No one is injured. 

G. W. Hall. 
a. 

Ithaca, N.Y., March 18, 1887. 
Mr. H. R. Raker, 

Omaha, Neb. 

The house is sold, and possession is to be given on May 

1st. I have written you full particulars. 

R. S. Allen. 
3. 

Baltimore, Md., Dec. 18, 1884. 
To the Passenger Agent of the 

Delaware, Lackawanna, and Western Railroad, 

285 Broadway, New York. 
Please reserve for me a lower berth in the sleeping-car 
that leaves New York for Oswego on Friday, the 23d inst. 

S. T. Norton. 

2. Write five telegraphic despatches to be sent by you to-day. 



216 



LESSONS IN ENGLISH. 



LESSON XXIII. 

INVITATIONS. 

Invitations are usually written in the third person ; thus 

FORM OF INVITATION. 







/ 



«££Z 



INVITATIONS. 217 



The form of the answer should correspond to the form of 
the invitation : as in the following examples : — 

1. — A cceptance. 

71%. Suyic^ ^yrucj fomvpyba, wittv fife/wwuz 
TTlv. and TTlub. Sdw-auL dta/i^ttnf '& ^U/yvcL l/rivi- 

2. — Regret. 

of co fiA^vicnvb b^aouamri&nt, k& ifo wn<LM^ to 
amt/pt TTlv. a/vicL Tftub. (EeUv-ouuL ^ftaml&y'& £i/yid 

WRITTEN EXERCISES. 
I. 

Copy on note-paper the foregoing forms. Begin the first line, 
and also the address or date, a little farther to the right than 
the other lines. 

n. 

i. Write an invitation to dinner from Mr. and Mrs. Luther 
Brown to Miss Julia Reed. 

2. Write an answer, accepting the invitation. 

3. Write an answer, declining the invitation. Give a reason 
for declining. 



SUPPLEMENTARY LESSONS. 



LESSON I. 

(Review Lessons I. and II.*) 
KINDS OF SENTENCES. 

What is a sentence ? Name and define the four kinds of sentences. 
How many parts has each sentence? What are these parts called? 
What does each part do? Where is the subject of a declarative sen- 
tence usually placed? Give an example of a declarative sentence in 
which the predicate is placed first. How can the sentence, " They are 
here," be changed to an interrogative sentence ? What is the subject 
of an imperative sentence? When the subject of an imperative sen- 
tence is expressed, where is it placed? 

Read each of the following sentences, tell whether it is declarative, 
imperative, interrogative, or exclamatory, and name its subject and its 
predicate : — 

i. Her voice was soft and gentle. 
Who is the happy warrior ? 
Make a proper use of your time. 
Is the night chilly and dark ? 
What a beautiful gift is this ! 
Smack went the whip. 



* All directions of this kind refer to lessons in Part Third. 



220 



SUPPLEMENTARY LESSONS. 



7. The stormy March has come at last. 

8. Prefer knowledge to wealth. 

9. The scenes of my childhood are dear to my heart, 

10. How are the mighty fallen ! 

11. Cleanse thou me from secret faults. 

12. Half-way up the stairs it stands. 

13. Amidst the storm they sang. 

14. Halt! 

15. Where shall rest be found ? 



WRITTEN EXERCISES. 
I. 

Write a declarative sentence about — 

coal, wheat, iron, rivers, 

gas, camels, buffaloes, March, 

11. 

Write an imperative sentence about — 

a chair, the moon, a stranger, 
a door, a letter, a book, 

hi. 

Write aji interrogative sentence about — 

a watch, a mountain, a book, 

beavers, seals, Canada, 

IV. 

Write an exclamatory sentence about — 

the moonlight, the sunshine, 

a book, a lesson, 



canals, 
October, 



a house, 
a boat. 



California, 
Africa. 



a rose, 
a street. 



KINDS OF NOUNS. 221 



LESSON II. 

KINDS OF NOUNS. 

(Review Lessons III. and IV.) 

What is a noun ? Into what two classes are nouns divided ? Define 
each class and illustrate by example. With what kind of letter should 
a proper noun begin ? 

Tell what is named by each italicized word in these sentences : — 

i. The army crossed the river. 

2. The committee could not agree. 

3. One swarm left the hive. 

A noun that names a collection of persons or things is called a col- 
lective noun. 

Sometimes we think of a quality or condition of a thing, apart from 
the thing itself; as, — 

1. The brightness of the sun. 

2. The strength of the lion. 

3. The illness of the child. 

4. The truth of the statement. 

A noun that names a quality or condition of a thing is called an 
abstract noun. 

A single letter or a combination of words may be used as a noun ; 
thus, — 

1. Give a the long sound. 

2. Have you read the Lady of the Lake? 



222 SUPPLEMENTARY LESSONS. 

EXERCISE I. 

Mention the nouns in these sentences, tell what each names, and 
what kind of noun it is : — 

i. The robin and the wren are flown. 

2. On Thursday, the second of July, he again entered the city. 

3. Listen, my children, and you shall hear 
Of the midnight ride of Paul Revere. 

4. It must have required more courage to sign the Declara- 
tion of Independence than to fight the enemy in battle. 

5. The English army landed on an island, a few miles below 
Quebec. 

6. They put entire confidence in his courage, wisdom, and 
integrity. 

7. The congregation joined heartily in the singing. 

8. He had not where to lay his head. 

9. He giveth His beloved sleep. 

10. Ring out the old, ring in the new. 

11. But on the hill the golden-rod, and the aster in the wood, 
And the yellow sun-flower by the brook in autumn beauty 

stood. 

12. Heart, lungs, and brain play on through all the thousand 
nights of sleep. 

13. 'Tis the middle of night by the castle clock. 

14. Industry, honesty, and temperance are essential to hap- 
piness. 

A noun made up of two or more words put together is called a 
compound noun ; as, steamboat, son-in-law. 



KINDS OF NOUNS. 223 



When a compound word is made up of two simple words accented 
as a single word, it is usually written without the hyphen ; as, railroad, 
sunlight, bedroom. 

Compound words like the following are usually written with the 
hyphen : vice-president, step-mother, dining-room, canal-boat. 

EXERCISE II. 

Tell what each word is composed of, and how the principal word is 
modified : — 

blackbird, grandfather, daylight, 

raindrop, father-in-law, Englishman, 

major-general, half -barrel, man-servant, 

sailor-boy, blackberry, seashore. 

WRITTEN EXERCISES. 
I. 

Write sentences using the following words as the subjects of 
verbs ; — ■ 

curtain, Congress, Longfellow, Florida, 

Washington, moon, regiment, beauty, 

honesty, flock, speed, Friday. 

n. 

Use the following words in sentences. Be careful to use or 
omit the hyphen, as in the examples given : — 

vice-president, step-mother, half-dollar, 

starlight, steamboat, dewdrop, 

workman, candle-light, tombstone, 

printing-office, needlework, twenty-five. 



224 



SUPPLEMENTARY LESSONS. 



LESSON III. 



NUMBER FORMS OF NOUNS. 



(Review Lesson XLI.) 



I. 



How many forms have nouns to express number? What are they 
called? State six different ways of forming the plural of nouns, and 
illustrate by examples.* Mention three nouns that have the same form 
in both numbers. 



ii. 



Make a list of the nouns below whose plurals are formed by adding 
s, and a second list of those whose plurals are formed by adding es. 
Learn these forms : - — 



pianos, 


lassos, 


potatoes, 


volcanoes, 


mosquitoes, 


negroes, 


echoes, 


cameos, 


heroes, 


solos, 


mottoes, 


twos, 


portfolios, 


porticos, 


cargoes, 


tomatoes, 


torpedoes, 


vetoes, 


buffaloes, 


mementos. 



III. 

Tell how these compound nouns form their plurals : — 

step-sons, brothers-in-law, men-servants. 

Some compound nouns form the plural like single words ; 
as, spoonfuls, maid-servants. 



* See Lesson XLV. 



NUMBER FORMS OF NOUNS. 225 

Some compounds make the principal word plural ; as, 
sisters-in-law. 

A few compounds change both words ; as, nien-servants . 

When a title is prefixed to a proper name, the compound 
may be made plural by changing either the title or the 
name ; thus, The Misses Green, or the Miss Greens. 

The title is made plural when it is used with two or 
more names ; thus, Messrs. Strong and Wise. 

Some nouns have no singular ; as, scissors, ashes. 

Letters and figures add 9 s to form the plural ; as, Your a's 
look like a's. ' Extend the fs and p's below the line. 

WRITTEN EXERCISES. 

I 

Write sentences containing the plurals of the following nouns : — ■ 

shoe, valley, chimney, half, 

eye, leaf, muff, tooth, 

hedge, city, mystery, lily, 

thief, safe, mouse, army, 

handkerchief, tax, pulley, Marcy.* 

ii. 

Write sentences contai?ting the plural forms of the following : — 

piano, motto, potato, solo, 

hero, negro, buffalo, echo, 

portfolio, mosquito, lasso, volcano. 

* Many proper names do not follow the rule, but simply add s; as, Henrys, Stacy s. 



226 



SUPPLEMENTARY LESSONS. 



III. 

Use the plural forms of these nouns in sentences : — 

vice-president, mouthful, sister-in-law, 

merchantman, man-of-war, mother-in-law, 

Mr. Hale, Miss Sand, forget-me-not, 

tooth-brush, cupful, pailful. 

IV. 

Use the following nouns in sentences, with plural adjectives or 
verbs : — 



scissors, 


shears, 


measles, 


ashes, 


eaves, 


mumps, 


tongs, 


spectacles, 


trousers, 


oats, 


wages, 


pincers. 



Example. — These scissors are dull. 



LESSON IV. 



GENDER FORMS OF NOUNS. 



(Review Lesson XI.IV.) 



Name five nouns that denote males ; five that denote females. What 
are such nouns called ? Tell three ways in which the gender of nouns 
is distinguished, and illustrate by examples. 

Name a noun that may denote either a male or a female. MentioD 
a noun that names a thing neither male nor female. 



GENDER FORMS OF NOUNS. 



227 



Tell — 

(i.) Which of these italicized nouns may denote either males or 
females. 

(2.) How you can determine the sex of the persons named in the 
other examples. 

1. Too many cooks spoil the broth. 

2. Is thy servant a dog, that he should do this thing ? 

3. The servant placed the tray on the table. 

4. He cast off his f 'lends, as a huntsman his pack, 

For he knew, when he pleased, he could whistle them back. 

5. Each of the strangers was invited to sit down. 

6. He was & friend to the prisoner. 

7. The Prince and his companion sailed out of the harbor. 

8. Your cousin is a man of great energy. 

9. Mrs. Bagnet sits in her gown of ceremony an honored 
guest. 

10. As the last sentence fell from the lips of the reader, a 
loud shout went up. 

11. She was an accomplished mitsician. 



WRITTEN EXERCISES. 



Copy the following nouns, and opposite each write the feminine 
noun corresponding to it : — 



brother, 


lad, 


Jew, 


step-son, 


bachelor, 


nephew, 


lion, 


step-father, 


father, 


sir, 


negro, 


man-servant, 


gentleman, 


son, 


host, 


landlord, 


husband, 


uncle, 


duke, 


grandfather, 


king, 


heir, 


emperor, 


master. 



228 SUPPLEMENTARY LESSONS. 

Write sentences, using other nouns or pronouns with each of the 
nouns below, to show the sex of the person named : — 

friend, cousin, president, servant, clerk, 

child, teacher, author, artist, cook. 

Example.— Your friend said she would call again. 



LESSON V. 

CASE FORMS OF NOUNS. 
(Review Lessons XLII. and XLJII.) 

i. The boy lost the key. 

2. He entered the boys room. 

a We met the boy. 

Mention the verb in the fir:t sentence. What is its subject?* 

The form of a noun or of a pronoun that is used as the subject of a 
verb is called the nominative form. The word is said to be in the 
nominative case. 

What is the office of the word boy's in the second sentence ? What 
is this form of the word called? When a noun or pronoun is used to 
show possession, it is said to be in the possessive case. 

How is the word boy used in the last sentence ? A noun or a pronoun 

* See Lesson XVIII. 



CASE FORMS OF NOUNS. 229 



used as the object * of a verb or of a preposition is said to be in the 
objective case. 

The case of a noun is determined by the relation that it bears to 
other words in the sentence. The possessive case is the only one that 
has a special form. The common or ordinary form of the noun is used 
in the other cases. 

State three ways of forming the possessive of nouns, and illustrate by 
examples. 

How is the possessive of a compound word or phrase formed ? 

Possession is sometimes indicated by the objective case with the 
preposition of; as, The mother of the child, for the child's mother. 

Note. — This form is generally used in speaking of things without life; as, The 
bank of the river, The door of the church, The lakes of Scotland. 

And also in speaking of persons, when the possessive would be ambiguous or 
awkward; as, The wife of one of my brothers. 

Point out the nouns in these sentences, tell how each is used, and 
name its case : — 

1. He was shown into the king's presence. 

2. He wrapped her warm in his seaman's coat. 

3. Cultivate the habit of attention. 

4. The children clustered round Grandfather's great chair. 

5. Where did the officer stand ? 

6. The people's confidence in their commander was unshaken. 

7. We visited Washington's headquarters. 

8. A fisherman hastened along the beach. 

9. She heard the tramp of horses' hoofs and the rattling of 
wheels. 

10. The village master taught his little school. 

* See Lesson XIX. 



230 



SUPPLEMENTARY LESSONS. 





WRITTEN EXERCISES. 




Write the four 


'forms of each of the nottns 


below : — 


friend, 


father, neighbor, 


lawyer, 


sailor, 


mother, cousin, 


merchant, 


secretary, 


brother, lobster, 


ox, 


wife, 


sister, child, 


colonel, 


statesman, 


calf, woman, 


schoolmate. 




COMMON FORM. POSSESSIVE FOR3I. 


Example. - 


— Singular, lady, 


lady's, 




Plural, ladies, 


ladies'. 



II. 



Write the following, using the possessive form of the noun 
instead of the objective with of: — 



the camp of the enemy, 
the tusk of the elephant, 
the decision of the judge, 
the direction of the captain, 
the voices of the children, 



the reply of the boy, 

the sting of a bee, 

the address of the president, 

the words of the speaker, 

the art of the poet. 



in. 



Write sentences containing the possessive forms of the fol- 
lowing : — 

people, lieutenant-governor, 

uncle, American Express Company, 

step-daughter, D. C. Heath & Co., 

General Grant, soldiers, 

Longfellow, citizens. 



USES OF NOUNS. 231 



LESSON VI. 

USES OF NOUNS. 

I. — SUBJECT OF VERB. 

(Review Lesson XVIII.) 

1. The rain falls gently. 

2. The fleet consisted of nine vessels. 

3. How beautiful is the rain ! 

4. Oh, why should the spirit of mortal be proud ? 

5. Up flew the windows all. 

Which nouns in these sentences are used as the subjects of verbs? 
Of what verbs are they subjects? Where is the subject of a verb usually 
placed? Where is the subject of the verb placed in the third sentence 
above ? In the fourth sentence ? In the fifth sentence ? 

II. — TO COMPLETE PREDICATE. 
(Review Eesson XXII.) 

1. Young Harry was a lusty drover. 

2. Oh ! a dainty plant is the ivy green. 

3. I am monarch of all I survey. 

4. John Gilpin was a citizen 

Of credit and renown. 

5. Homer was a great poet. 

6. The groves were God's first temples. 

7. Toil is the condition of our being. 

Name the nouns that complete predicates, and tell what relation they 
bear to the subjects of the verbs. 



232 SUPPLEMENTARY LESSONS. 

A noun used with an intransitive verb to complete a predicate refers 
to the same thing as the subject of that verb, and so is in the same 
case. 

III. — POSSESSIVE QUALIFYING ANOTHER NOUN. 

1. A friend should bear his friend's infirmities. 

2. I grieve for life's bright promise. 

3. It was Mr. Webster's habit first to state to himself his 
opponent's argument. 

4. They held office during the king's pleasure. 

5. Enough, enough ! Sit down and share 
A soldier's couch, a soldier's fare. 

Name the possessive nouns, and tell how each is used. 

IV. — OBJECT OF A VERB. 

1. They fought the dogs, and killed the cats, 

And bit the babies in the cradles. 

2. Who planted this old apple-tree ? 

3. The secretary read the report. 

Point out the nouns used as objects, and tell of what they are objects. 

V. — OBJECT OF A PARTICIPLE. 
(Review Lesson I. VIII.) 

1. A woman sat in unwomanly rags, 

Plying her needle and thread. 

2. They sailed leisurely along the banks of the river, admiring 
the beauty of the forests. 



USES OF NOUNS. 233 



3. You should have heard the Hamelin people 

Ringing the bells till they rocked the steeple. 

Mention the verbs and the participles, and tell which nouns are used 
as the objects of participles. 

VI. — OBJECT OF AN INFINITIVE. 

(Review [Lesson LXXX.J 

1. He ordered the soldiers to take their muskets. 

2. It is a noble thing to reward evil with good. 

3. A rich Persian resolved to divide his goods among his three 
sons. 

4. Leave me to manage the affair. 

5. She tried to conceal her grief. 

6. He is ready to begin the work. 

7. Strive to perform your duty. 

Point out the infinitives, and tell which nouns are used as their ob- 
jects. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following words used as the 
subjects of verbs: — 

soldier, forests, fleet, cannon, Christmas, 

arrow, harvest, truth, scissors, valley. 

n. 

Use the following words in sentences, to complete predicates : — 
general, orator, neighbor, poet, climate, 

river, hero, country, remedy, mineral. 



234 



SUPPLEMENTARY LESSONS. 



III. 



Write sentences containing the possessive forms of the follow- 



ing: — 








brothers, 


ladies, 


Webster, 


father-in-law, 


Whittier, 


governor, 


president, 


major-general, 


Dickens, 


lawyer, 


officers, 


grandfather. 



IV. 



Use each of the following nouns as the object of a verb : — 
kindness, sound, friends, news, organ, 



news, 

village, Virginia, example, America, boat, 

country, poem, brothers mountain, shadow. 

v. 

Use each of the following words as the object of a participle : — 

gold, harbor, strangers, office, letter, 

family, grapes, enemy, mountain, poetry, 

leaves, path, sound, canoes, journey. 



VI. 

Use the following words as objects of infinitives : — - 

governor, garden, secret, newspaper, 

prisoners, patience, sunshine, lecture, 

music, cities, faults, message. 



USES OF NOUNS. 235 



LESSON VII. 

USES OF NOUNS.— Continued. 
VII. — INDIRECT OBJECT. 

i. She gave me the address. 

2. Send the secretary two notices. 

3. He built his son a house. 

How many objects has each of these verbs? Tell which object is 
most closely related to the verb, in each sentence, and what the other 
object shows. The object that limits the action of the verb is called 
the direct object. The object that shows to or for whom or what 
something is done is called the indirect object. 

Name the direct objects in these sentences. Name the indirect 
objects. 

VIII. — USED ADVERBIALLY. 

1. They returned last night. 

2. The fish weighed three pounds. 

3. The boy walked a mile. 

What is the use of the phrase last night? Of the phrase three pounds ? 
Of a mile? Mention the nouns that are used like adverbs, and tell 
what they modify. 

Nouns expressing time, measure, etc., are sometimes used to modify 
verbs. They are then called adverbial objects, and are said to be 
in the objective case, adverbially. 

IX. — OBJECT OF A PREPOSITION. 
(Review Lesson XXXV.) 

i. Beware of entrance to a quarrel. 

2. It is the close observation of little things which is the 



236 SUPPLEMENTARY LESSONS. 

secret of success in business, in art, in science, and in every 
pursuit in life. 

3. I chatter over stony ways, 

In little sharps and trebles, 
I bubble into eddying bays, 
I babble on the pebbles. 

Point out all the nouns, and tell which are used as the objects of 
prepositions. 

X. — USED APPOSITIVEUY. 

i. He went to his old resort, the village inn. 

2. Spenser, the poet, lived in the time of Queen Elizabeth. 

3. These gay idlers, the butterflies, 
Broke, to-day, from their winter shroud. 

What is the use of the italicized noun in the first sentence ? In the 
second sentence ? In the third ? 

When one noun is added to another noun in this way, to describe the 
thing named, it is called an appositive, or is said to be in apposi- 
tion with the first noun. 

Two nouns in apposition are in the same case. 

XI. — USED IN ADDRESS. 

1. Watchman, tell us of the night. 

2. Boatman, do not tarry. 

3. O Father ! I hear the sound of guns. 

4. Thou hast all seasons for thine own, O DeatJi ! 

What noun is used in addressing a person in the first example ? In 
the second ? In the third ? What is addressed in the last sentence ? 

The noun that names the person or thing addressed is said to be in 
the nominative case of address or exclamation. 



USES OF NOUNS. 237 



XII. — USED ABSOLUTELY. 

1. The ship having sailed, we returned home. 

2. Dimier being ready, the company sat down. 

Point out the participles, and tell what nouns are used with these 
participles. Nouns cut off from the remainder of the sentence and 
used this way with participles are said to be used absolutely, or to be 
in the nominative case absolute. 

Name the verbs in these sentences and give the subject of each. 
What is the office of the phrase, the ship having sailed ? Of the phrase, 
dinner being ready ? Which nouns are used absolutely? 

WRITTEN EXERCISES. 
I. 

Write sentences containing nouns used as indirect objects of 
the following verbs : — 

brought, made, gave, sent, 

built, bought, asked, lent. 

n. 

Write sentences containing the following nouns used adverb- 
ially : — 

mile, dollar, month, hour, 

pound, night, old, quart. 

in. 

Use each of the following nouns as the object of a prepositio7i : — 

July, fish, troops, flag, Wednesday, 

voyage, food, islands, water, wood. 



238 SUPPLEMENTARY LESSONS. 

IV. 

Write sentences containing the following words used as apposi- 
tives : — 

president, lawyer, Bancroft, inventor, 

river, Bryant, discoverer, author. 

v. 

Write sentences containing the following words used in address 
or exclamation : — 

sir, father, wind, gentlemen, 

madam, daughter, sun, ladies. 

VI. 

Write sentences containing the following words used absohttely 
with participles : — 

office, traveller, sun, rain, 

battle, train, horse, house. 



LESSON VIII. 

GENERAL REVIEW OF NOUNS. 
I. 

What is a noun ? State the difference between a proper noun and a 
common noun. What is a collective noun ? Give an example of an 
abstract noun. 

What is meant by the singular and plural forms of nouns ? How do 
most nouns form their plurals ? Mention other ways in which nouns 
form their plurals, and illustrate by examples. Name three nouns that 
have the same form in both numbers. Give three nouns that have no 
singular. How is the plural of compound nouns formed ? 



GENERAL REVIEW OF NOUNS. 239 

Give examples of nouns having different forms to distinguish the sex 
of the person or thing named. Give five nouns that may denote either 
males or females. What nouns are said to be in the neuter gender? 
Name three ways in which the gender of nouns is distinguished. 

How many cases have nouns ? How can you determine the case of 
a noun? Which case requires a change of form in the noun? How is 
the possessive of nouns formed? How is the possessive of a compound 
noun formed ? How may possession be indicated without the possessive 
form ? When is this way preferable ? 

ii. 

Name the nouns in the following sentences, and tell — 

i. The kind of noun, and why it is so called. 

2. The form, if other than the simple form is used. 

3. The way in which it is used in the sentence. 

1. Their cottage stood on a rising ground. 

2. One of Washington's most invaluable characteristics was 
the faculty of bringing order out of confusion. 

3. The commander-in-chief arose from his chair to greet them. 

4. Samuel Adams, the distinguished patriot, died in 1803. 

5. The fault, dear Brutus, is not in our stars, 
But in ourselves, that we are underlings. 

6. Stay yet, my friends, a moment stay. 

7. Beware the pine-tree's withered branch ! 

8. Opportunities of doing good do not come back. 

9. I come to bury Caesar, not to praise him. 

10. Veterans ! you are the remnant of many a well-fought field, 

11. It was a summer of great hardship. » 



240 SUPPLEMENTARY LESSONS. 

12. Are fleets and armies necessary to a work of love and 
reconciliation ? 

13. It is easy finding reasons why other people should be 
patient. 

14. The village was two days' journey from the sea. 

15. Give thy thoughts no tongue. 

16. Three vessels entered the harbor a few days later. 

17. My little ones kissed me a thousand times o'er. 

18. Defoe's best known work is Robinson Crusoe. 

19. The last witness now appeared. 

20. Give me liberty or give me death ! 



LESSON IX. 

REVIEW OF PRONOUNS. 

I. — PERSONAL PRONOUNS. 
(Review Lessons Xl/VI.-r,.) 

Mention the pronouns in the following sentences, and tell what each 
denotes : — 

1. I wrote to him. 3. She found the box. 

2. Will you go ? 4. It was locked. 

What is a personal pronoun ? When is a pronoun said to be in the 
first person? When in the second person? When in the third person? 

Give sentences requiring the following forms of the different pro- 
nouns, and tell what each form stands for and how it is used in the 
sentence given : — 



REVIEW OF PRONOUNS. 



241 







FIRST PERSON. 




I, 


my, 


we, our, 


myself, 


me, 


mine, 


us, ours, 

SECOND PERSON. 


ourselves. 


thou, 


thy, 


ye, your, 


yourself, 


thee, 


thine, 


you, yours, 


yourselves, 






thyself. 

THIRD PERSON. 




he, 


she, 


it, their, 


himself, 


his, 


her, 


its, theirs, 


herself, 


him, 


hers, 


they, them, 
themselves. 


itself, 



Which possessive forms are used with nouns? Which possessive 
forms are used alone ? Which forms may be used with self or selves to 
form compound pronouns? 



II. — ADJECTIVE PRONOUNS. 



(Review Eesson EI.) 

1. These flowers are withered. 

2. These are the books. 

3. Rest a few minutes. 

4. Few believed the report. 

Which of the italicized words are adjectives? Which are pronouns? 
How do you determine whether these words are adjectives or pronouns ? 
What are such words called? Give five sentences containing adjective 
pronouns. 



242 SUPPLEMENTARY LESSONS. 

III. — RELATIVE PRONOUNS. 

(Review Lessons LXXXV.-LXXXVI.) 

1. His nephew, who was present, knew nothing about the 
matter. 

2. Here is the cottage which is for sale. 

3. Uneasy lies the head that wears a crown. 

Read the dependent clause in each sentence, and tell what joins it 
to the remainder of the sentence. What other office do these connect- 
ing words perform besides connecting clauses ? What does who stand 
for in the sentence above? which? that? What are such words 
called? What is a relative pronoun? What is the antecedent of a 
relative pronoun? 

Sometimes the relative pronoun introduces an additional fact about 
the antecedent ; as, — 

Captain Hunter, who was by his side, suggested a quick step. 

Sometimes the relative clause limits or restricts the meaning of the 
antecedent ; as, — 

The house that he built is still standing. 

Mention the relative clauses in the following sentences, and tell 
which give additional facts and which restrict the meaning of the 
antecedents : — 

1. This was a signal to the patriots, who instantly despatched 
swift messengers to rouse the country. 

2. He who would be great in the eyes of others must first 
learn to be nothing in his own. 

3. They were accompanied by some Indians, who were skilful 
divers. 



REVIEW OF PRONOUN'S. 243 

4. They saw nothing more valuable than a curious sea shrub, 
which was growing beneath the water. 

5. He that filches from me my good name 
Robs me of that which not enriches him, 
And makes me poor indeed. 

6. And they, whose meadows it murmurs through, 
Have named the stream from its own fair hue. 

7. The general, who was on horseback, ordered the troops 
to halt. 

8. They have taken forts that military men said could not 
be taken. 

9. They that have done this deed are honorable. 

10. I thrice presented him a kingly crown, 

Which he did thrice refuse. 

A relative clause not restrictive should be separated from 
the remainder of the sentence by the comma. 

IV. — INTERROGATIVE PRONOUNS. 
(Review Lesson EXXXVII.) 

i. Who has been here ? 

2. Which came ? 

3. What caused the trouble? 

State the use of each italicized word. What are such pronouns 
called ? How can you tell whether a pronoun is a relative pronoun or 
an interrogative pronoun ? Give the different forms of who and tell how 
each is used. 

Select the pronouns in the following sentences, tell to what each 
refers, name the kind of pronoun, the form, and tell to what other word 
or words in the sentence it is related : — 



244 SUPPLEMENTARY LESSONS. 



1. He prepared himself honestly for his duties, by a thor- 
ough study of whatever could make him efficient in them. 

2. Some of the men had no muskets, and almost ail were 
without bayonets. 

3. The only ford by which the travellers could cross was 
guarded by a party of militia. 

4. You will be called to great duties. 

5. The evil that men do lives after them. 

6. E'en the slight harebell raised its head, 
Elastic from her airy tread. 

7. Kindly words, sympathizing attentions, watchfulness 
against wounding men's sensitiveness — these cost very little, 
but are priceless in their value. 

8. He had that inexhaustible good nature which is the most 
precious gift of Heaven. 

9. O dread and silent mount ! I gazed upon thee, 
Till thou, still present to the bodily sense, 
Didst vanish from my thought. 

10. Who sank thy sunless pillars deep in earth ? 

11. And will your mother pity me, 
Who am a maiden most forlorn ? 

12. She taught herself German, French, and Italian. 

13. Some were opposed to any change. 

14. Had he adopted the suggestions, which he rejected so 
impatiently, he would have held his position. 

:i5. What is that sound which now bursts on his ear? 
16. O, how wretched 

Is that poor man that hangs on princes' favors ! 



CORRECT USE OF PRONOUNS. 245 

17. In many places the English found the wigwams deserted 
and the cornfields growing to waste, with none to harvest the 
grain. 

18. He sent to summon the remainder of his comrades, 
whom he had left at the seashore. 

19. She might just as well have talked to the wind that 
whistled past them. 

20. Thou shalt love thy neighbor as thyself. 



LESSON X. 

CORRECT USE OF PRONOUNS. 
I. 

Fill the blanks with nominative, possessive, or objective forms 
of pronouns. Tell why each form should be tcsed : — 

1. Do unto others as would that should do unto . 

2. Gray-headed shepherd, hast spoken well. 

3. My country, 'tis of , 

Sweet land of liberty, 
Of I sing. 

4. I remember hearing say that grandfather lived to 

the age of ninety-nine years. 

5. He devoted leisure to studying the political history 

of country. 

6. art the man. 

7. The maidens resumed labor. 



246 SUPPLEMENTARY LESSONS. 

8. " Yes, my friends," said to , "this is to be — 

home." 

9. Come, ■ and will meet at the house. 

10. The books were sent to and . 

11. I would not try if were . 

12. or will deliver your message. 

13. Do trouble ? 14. Is coming? 

15. Do know ? 16. How many are with ? 

17. comes here ? 18. did send? 

19. -is ? 20. Follow . 

11. 

Copy the following sentences, filling the blanks with suitable 
pronoims : — 

1. The committee decided the matter without leaving 

seats. 

2. All passengers must show tickets. 

3. Every passenger must show ticket. 

4. Somebody left umbrella. 

5. Men at some time are masters of fate. 

6. Neither would admit that was in the wrong. 

7. Each soldier carried own gun. 

8. Happy, thrice happy, every one 
Who sees labor well begun. 

9. one who would succeed must learn to think for . 



10. The committee has offered to refund the amount which 
— received from the company. 

11. Every man must bear own burden. 

12. All men think all men mortal but . 



CORRECT USE OF PRONOUNS. 247 

III. 

Copy the following sentences, and afterwards write them from 
dictation : — 

i. Bear ye one another's burdens. 

2. One would be likely to lose one's way in this building. 

3. Each spoke of the other's faults. 

4. By others' faults wise men correct their own. 

5. One would be surprised to see one's name in the list. 

6. Who is one's neighbor ? 

7. One pain is lessened by another's anguish. 

8. I know not what course others may take. 

IV. 

Copy the following sentences, filling the blanks with relative pro- 
nouns. Tell in each case why the form chosen sJiould be used : — 

1. He was a descendant of Stephen Brown, came over 

from England. 

2. The house stood among flourishing apple-trees, three or 
four of are yet standing. 

3. He thinks much of himself will be in danger of being 

forgotten by the rest of the world. 

4. He was surrounded by a shouting multitude, most of 

had been born in the country — — he had helped to found. 

5. At length they came within full sight of the palace, 

proved to be very large and lofty* 

6. A man flattereth his neighbor, spreadeth a net for 

his feet. 

7. There is a calm for those weep. 

8. Few, few were they swords of old 

Won the fair land in we dwell. 



248 SUPPLEMENTARY LESSONS. 

LESSON XL 

(Review Lessons XII.-XIV.) 
REVIEW OF ADJECTIVES. 

i. A chair stood by the table. 

2. Did you notice that man ? 

3. The house contains nine rooms. 

4. The broad streets were shaded by beautiful elms. 

Give the use of each italicized word in the first sentence. State the 
difference in meaning between the and an or a. When should an be 
used ? W 7 hen a ? Illustrate by examples. 

State the offices of the italicized words in the remaining sentences, 
and tell what each modifies. 

Mention an adjective that shows which thing is meant ; how many 
things are spoken of; what kind of thing is meant. 

How many forms has the adjective b?-oad? What are these different 
forms called, and what do they denote ? When should the comparative 
form be used? What does the superlative form express? What is the 
superlative of beautiful? Illustrate by examples two ways in which the 
comparative of adjectives is formed. Illustrate two ways in which 
the superlative of adjectives is formed. Mention two adjectives that 
are compared irregularly. 

Point out each noun, pronoun, and adjective in the following sen- 
tences ; state its form and use, and tell what relation it bears to some 
other word or words in the sentence : — 

I. Under a spreading chestnut-tree 

The village smithy stands. 



REVIEW OF ADJECTIVES. 249 

2. The Squire was a fine, healthy-looking old gentleman, with 
silver hair curling lightly round an open, florid countenance. 

3. The ford was deep and narrow. 

4. Six whaling ships were crushed in the| ice near Point 
Barrow. 

5. He was an honest, temperate, forgiving man. 

6. The walls are high, and the shores are steep, 
And the stream is strong, and the water deep. 

7. His stature was commanding, his face handsome, his 
address singularly winning. 

8. With fingers weary and worn, 

With eyelids heavy and red, 
A woman sat in unwomanly rags, 
Plying her needle and thread. 

9. The passage was a boisterous one. 

10. Others have filled places more conspicuous, by an exact 
and disinterested performance of duty. 

11. He took a true delight in the return of singing birds. 

12. Along the banks are beautiful shaded walks, and near 
the town is a little island covered with ancient trees of im- 
mense size. 

13. Our little dwelling is a comfortable two-story house, quite 
new and very convenient. 

14. We had frequent thunder-storms, and several violent 
gales of wind. 

15. The autumn has been uncommonly fine, — a warm, sun- 
shiny September, a still and sunny October, and a great br'l- 
liancy of color in the woods. 



250 SUPPLEMENTARY LESSONS. 

WRITTEN EXERCISES. 
I. 

Use in sentences suitable adjectives to describe the things named 
below: — 

shower, house, workman, journey, weather, 

story, eyes, complexion, disposition, sky. 

ii. 

Write sentences, using an or a before each of the following 
words : — 

hour, European, union, honest, half, 

flag, year, one, hundred, auction, 

American, hotel, effort, few, universal. 

in. 

Write in one column the following words, and in a second 
column words of opposite meanings : — 

sweet, generous, polite, quickly, 

broad, noisy, careful, strong, 

strong, cheerful, expensive, sincere, 

bold, industrious, honest, modest. 

IV. 

Write sentences containing the following words used correctly 
as adjectives : — 

bright, difficult, dangerous, brisk, pleasant, 

real, • golden, many, purest, dreary, 

better, several, earlier, strangest, wonderful. 



REVIEW OF VERBS. 251 

LESSON XII. 

REVIEW OF VERBS. 
(Review Lessons XVIII.-XXII.) 

What is a verb ? When is a verb said to be transitive ? When in- 
transitive ? What two forms may a transitive verb have ? When is it 
called active ? When passive ? Illustrate the two forms by examples. 

I. — TRANSITIVE VERBS. 

Point out each transitive verb in the following sentences, tell 
whether it is in the active form or the passive form, name its subject, 
and give its object if it is in the active form, and mention the cor- 
responding active form if it is in the passive form : — 

i. I met a little cottage girl. 

2. He purchased an estate in this neighborhood. 

3. We were directed to the nearest hotel. 

4. The letter was read by the secretary. 

5. The Colonel demanded a surrender of the fort. 

6. A Thanksgiving proclamation was issued by the Gov- 
ernor. 

7. Last night, the moon had a golden ring, 
And to-night no moon we see. 

8. Public measures were discussed by eminent men. 

9. Washington was appointed chairman of the committee. 
10. Truth seeks open dealing. 

II. - INTRANSITIVE VERBS. 

Some intransitive verbs have a complete meaning in themselves ; as, — 
The sun shines. 



252 SUPPLEMENTARY LESSONS. 

Other intransitive verbs must be followed by some other word or 
words to complete their meanings ; as, — 

i. He was a soldier. 

2. The air is clear. 

3. They stood here. 

Point out the intransitive verbs, name the subject of each, and tell 
what completes the meanings of the incomplete verbs : — 

1. The rainbow comes and goes, 
And lovely is the rose. 

2. He was a man of irritable temper. 

3. The snow froze as it fell. 

4. These timbers were valuable. 

5. The way was long, the wind was cold, 
The minstrel was infirm and old. 

6. This boy is an excellent speller. 

7. A vehicle laid up without use rusts and moulders. 

8. He was a mcst diligent student of the Bible. 

9. All the real pleasures and conveniences of life lie in a 
narrow compass. 

10. She starts, — she moves, — she seems to feel 

The thrill of life along her keel. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following words used as the 
objects of verbs : — 

trunk, windows, journey, bell, tree, 

attention, speeches, friends, flower, truth. 



MODE. 253 

II. 

Write sentences containing the passive forms of the following 
verbs : — 

discover, speak, hear, write, begin, 

forget, know, win, lose, send. 

in. 

Write sente?ices, using the following words to complete predi- 
cates : — 

friend, day, country, cold, long, 

clear, hostess, speaker, happy, grateful. 



LESSON XIII. 

MODE. 

Verbs may assert actions in different ways ; thus, — 

i. He reads intelligently. (A direct assertion.) 

2. If you read the book, you will understand the sub- 
ject. (A conditional assertion.) 

3. Read with care. (A command.) 

The manner of asserting is called the mode of a verb. 
When a verb simply states a fact or asks a question, it is said to be 
in the indicative mode ; as, — 

He is at home. 



254 SUPPLEMENTARY LESSONS. 

When a verb expresses a command or an entreaty, it is said to be in 
the imperative mode ; as, — 

i. Furl the sail. 

2. Deliver us from evil. 

When a verb expresses something as conditional or doubtful, it is 
said to be in the subjunctive mode ; as, — 

i. If he be at home, he will receive you. (Doubt.) 

2. If he were here, he would explain the matter. (Denial.) 

3. Though the bill pass, the law will not be enforced. (Doubt.) 

In the subjunctive mode, be is used with all subjects in the present 
tense, and were with all subjects in the past tense ; thus, — 

PRESENT. PAST. 

If I be, If we be, If I were, If we were, 

If thou be, If you be, If thou were, wert, If you were, 
If he be, If they be. If he were, If they were. 

The simple form of other verbs is used in the second and third 
persons singular, when the verb is in the present tense ; thus, — 

INDICATIVE. SUBJUNCTIVE. 

Thou hearest, If thou hear, 

He hears. If he hear. 

The subjunctive form is now seldom used, except in the verb be. 

Mention the verbs in the following sentences ; tell which simply state 
facts, which express commands or entreaties, and which express condi- 
tional or doubtful assertions : — 



MODE. 255 

i. The captain arrived at two o'clock. 

2. The spring comes slowly up this way. 

3. Live in the present. 

4. If this report be true, the committee will be surprised. 

5. O that the day were done ! 

6. Had he been there, we should have seen him. 

7. To thine own self be true. 

8. Where the treasure is, there will the heart be also. 

9. What is your objection ? 

10. If thou be a king, where is thy crown ? 

1 1. Will it never be day ? 

12. Though he slay me, yet will I trust in him. 

WRITTEN EXERCISES. 
I. 

Write sentences making direct assertions abotit — 

Christmas, water, coal, sunshine, 

books, March, wheat, winter. 

11. 

Write a command or an entreaty about — ■ 

the fire, the piano, a watch, your country, 

the door, lessons, a speech, unkindness. 

in. 

Write sentences, tising the following verbs to express conditional 
or doubtful assertio?zs : — 

be, were, hear, see, speak. 



256 SUPPLEMENTARY LESSONS. 



LESSON XIV. 

THE INFINITIVE. 
(Review Eesson LXXX.) 

Point out the forms of verbs below that merely name actions, like 
nouns, and tell how they are used in these sentences : — 

i. He likes to ride. 

2. To see is to believe. 

3. Form the habit of listening attentively. 

These forms of the verb are called infinitives. How is each of the 
infinitives above like a verb? How is each like a noun? 

Nearly every verb has two infinitives. One is the simple form of the 
verb with or without to, and the other has the same form as the present 
participle. It is called the infinitive in ing. 

By the aid of the auxiliaries be and have, we obtain the following 
infinitive forms : — 

SIMPLE INFINITIVE. 

Active. Passive. 

To write, To be written, 

To be writing, To have been written. 

To have written, 
To have been writing. 

USES OF THE INFINITIVE. 

I. — Subject of Verb. 
To err is human. 



THE INFINITIVE. 257 



II. — To Complete Predicate. 
They seemed to understand. 

III. — Object of Verb. 
He tried to speak. 

IV. — Object of Preposition. 
i. He is about to open the box. 
2. He is sure of selling the goods. 

V. — To Express Purpose, Consequence, Etc. 
i. They went to explore the cave. (With verb.) 

2. He is quick to take offence. (With adjective.) 

3. She has lessons to learn. (With noun.) 

SIMPLE INFINITIVE WITHOUT TO. 

After bid, da?-e, let, make, hear, see, and some other verbs, the simple 
infinitive without to is often used ; thus, — 

1. Let him go. 3. I saw it move. 

2. I heard him speak. 4. Bid him enter. 

Mention all the verbs in the following sentences, select the infinitives, 
and tell how each is used : — 

1. To set something going is the most anybody can hope to 
do in this world. 

2. And out again I curve and flow 

To join the brimming river. 

3. The natives were ordered to keep away from the fort. 

4. Remember that when the inheritance devolves upon you 
you are not only to enjoy, but to improve. 



258 SUPPLEMENTARY LESSONS. 

5. Let us do right to all men. 

6. You can hear his bellows blow. 

7. Columbus went to find a new route to the East, 

8. I hear the church-bells ring. 

9. Nobody dared to laugh. 

10. It is always safe to learn, even from our enemies — seldom 
safe to instruct, even our friends. 

11. He had the happy knack of starting interesting subjects 
and saying all sorts of interesting things by the way. 

12. Be careful not to interrupt another when he is speaking. 

13. Do with all your might whatever you have to do, without 
thinking of the future. 

14. There is in the character of every distinguished person 
something to admire and something to imitate. 

15. Be swift to hear, slow to speak. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the infinitives of the following verbs as 
the stibjects or the objects of other verbs : — 

write, learn, speak, forget, draw, 

live, work, sing, find, plant. 

11. 

Write sentences ', using after each of the following words an 
infinitive to express purpose : — 

came, went, work, hard, good, 

house, eager, money, nothing, glad. 



THE PARTICIPLE. 259 



LESSON XV. 

THE PARTICIPLE. 
(Review Lesson I/VIII,) 

i. Sitting down quietly, he watched the game. 
2. A letter received last night brought the news. 

Which forms of the verb in the foregoing sentences assert? Which 
do not ? What is the office of the latter forms ? What are such forms 
of the verb called? 

A participle that denotes unfinished action is called a present parti- 
ciple ; as, writing, hearing. 

A participle that denotes finished action is called a past or perfect 
participle ; as, written, heard. 

Compound forms are made by combining different parts of the verb 
be or have with the simple participles ; thus, — 

ACTIVE. PASSIVE. 

Writing, Written, 

Having written, Being written, 

Having been writing. Having been written. 

Select the participles in the following sentences, tell from what verb 
each is derived, and show how it is used in the sentence given : — 

i. Sailing along the bay, we came to an inlet from the sea. 

2. The ships, anchored in the harbor, were loaded with tea. 

3. He was a frequent visitor, coming at all hours of the day. 

4. Looking upward, he saw the round, bright, silvery moon. 



260 SUPPLEMENTARY LESSONS. 

5. A stream of water came dashing down the side of the 
mountain. 

6. The city, though laid out with a beautiful regularity, was 
unpaved. 

7. About seven o'clock the troops came in sight, advancing 
with quick step, their arms glittering in the morning sun. 

8. Having finished our work, we returned to the hotel. 

9. Peace being concluded, I turned my thoughts again to 
the affairs of the school. 

10. The officers, being on horseback, were more easily dis- 
tinguished. 

1 1 . The general, having been wounded, was brought off with 
difficulty. 

12. The door leading into the adjoining room was locked. 

WRITTEN EXERCISES. 

I. 

1 

Write sentences containing present participles formed from the 
following verbs : — 

ask, give, bring, drive, speak, 

wish, choose, sit, take, fall. 

11. 

Write sentences containing perfect participles formed from the 
followi7ig verbs : — 

freeze, forget, tear, lose, bring, 

lay, set, throw, leave, hear. 



TENSE. 261 



LESSON XVI. 

TENSE. 
(Review ^Lesson I/VT.) 

Name the tenses of the following verbs and tell what form of the 
verb is used in each : — 

i. I see the train. 

2. I saw your friend. 

3. I shall see the picture. 

4. He will see the picture. 

The future tense is made up of the verb shall ox will 'with the infini- 
tive of the verb expressing the action. 

When is a verb said to be in the present tense ? When in the past 
tense? When in the future tense? 

Verbs denoting actions as finished or completed at some fixed time 
are said to form perfect tenses. 

A verb that denotes the action as completed at the present time is 
said to be in the present perfect tense ; as, — 

I have seen the book. 

The present perfect tense is made up of the auxiliary verb have and the perfect 
participle of the principal verb. 

A verb that denotes the action as having been completed before 
some past time is said to be in the past perfect tense ; as, — 

He had seen a notice of the meeting. 

The past perfect tense is made up of the auxiliary verb had and the perfect par- 
ticiple of the principal verb. 



262 SUPPLEMENTARY LESSONS. 

A verb that denotes an action to be completed before some future 
time is said to be in the future perfect tense ; as, — 

He will have seen the notice. 

The future perfect tense is made up of the auxiliary will have or shall have and 
the perfect participle of the verb expressing the action. 

Mention the verbs in the following sentences, give the simple form of 
each, name the principal parts of the verb, tell the tense, and show how 
it is formed : — 

i. He was of a shy and retiring disposition. 

2. Four times the sun had risen and set. 

3. You will find them at home. 

4. He had met with a great misfortune. 

5. Where your treasure is, there will your heart be also. 

6. He has finished the work. 

7. The people had the whole power in their own hands. 

8. He looked around him, and beh'eld new faces everywhe're. 

9. We shall have no difficulty in finding the place. 

10. They have forgotten the language of their ancestors. 

WRITTEN EXERCISES. 
I. 

Copy the following forms of the verb know : — 

Present. I know. 

Past. I knew. 

Future. I shall know. 

Present Perfect. I have known. 

Past Perfect. I had known. 

Future Perfect. I shall have known. 



PERSON AND NUMBER FORMS. 263 

II. 

Write the six tense forms of the verbs below, to be used with 
the subject I : — 

forget, give, rise, sing, speak, 

ride, read, hear, come, write. 



LESSON XVII. 

PERSON AND NUMBER FORMS. 
I. — PERSON FORMS. 

First Person. 
I see, I write, I have, I do. 

Second Person. 
Thou seest, Thou writest, Thou hast, Thou dost (or doest). 

Third Person. 
He sees, He writes, He has, He does (doth or doeth). 

What form of each verb is used with a subject in the first person? 
Mention the forms used with a subject in the second person. What is 
the ending for these forms ? Name the forms for the third person. 
How do these forms differ from the simple forms of the verbs ? 

The forms with thou and the forms for the third person in th or eth are now 
seldom used, except in prayer and in poetry. 

II. — NUMBER FORMS. 

Singular. He writes, He sees, He is, He has. 

Plural. They write, They see, They are, They have. 



264 



SUPPLEMENTARY LESSONS. 



Compare these singular and plural forms and tell how they differ. 
Of what verb are is and are forms ? When should is be used ? When 
should are be used? How can you tell whether to use has or have with 
a subject in the third person? 

Tell the person and the number of the subjects required for the 
following forms : — 

gives, wilt, dost, couldst, 

hearest, has, art, does, 

canst, rides, moves, comes, 

were, is, mayest, goes. 

WRITTEN EXERCISE. 

Copy the following forms of the verb be, and afterwards write 
them from memory : — 

INDICATIVE MODE. 
Present Tense. Past Tense. 

Singular. Plural. Singular. Plural. 

1. Am, i. Are, i. Was, i. Were, 

2. Art, 2. Are, 2. Wast, 2. Were, 

3. Is, 3. Are. 3. Was, 3. Were. 



Present Tense. 

Singular. Plural 

I. Be, 1. Be, 



2. Be, 
3- Be, 



2. Be, 

3. Be. 



SUBJUNCTIVE MODE. 

Past Tense. 

Singular. Plural. 

1. Were, 1. Were, 

2. Were (wert), 2. Were, 

3. Were, 3. Were. 



IMPERATIVE MODE. 

Be. 



AUXILIARY VERBS. 265 

INFINITIVE. PARTICIPLES. 

(To) be, Present. Being, 

Being. Perfect. Been. 

LESSON XVIII. 

AUXILIARY VERBS. 

Present, may, can, must, will, shall. 

Past. might, could, would, should. 

The verbs may, can, must, might, could, would, and should are used 
with an infinitive to express power, permission, possibility, etc. ; as, — 

i. He can speak French. (Power or ability.) 

2. You may stay an hour. (Permission.) 

3. He might forget the number. (Possibility.) 

4. They must attend the meeting. (Necessity.) 

5. Children should obey their parents. (Obligation.) 

The present or past tense of the auxiliary verb may be used with the 
present infinitive ; as, — 

1. She may write. 

2. She mi glit write. 

Might write is made up of the past auxiliary might and the present infinitive write. 

The present or past tense of the auxiliary verb may be used with the 
perfect infinitive ; as, — 

1. She may have written. 

2. She might have written. 

Might have written is made up of the past auxiliary might and the perfect infini- 
tive have written. 



266 SUPPLEMENTARY LESSONS. 



Sometimes these auxiliaries are indicative, and sometimes they are 
subjunctive ; as, — 

i. He came, but he could not do the work. (Indicative.) 

2. If he were here, he could not do the work. (Subjunctive.) 

Such combined forms as may write, might write, etc., are sometimes called Poten- 
tial Forms. They are called potential present, potential past, potential present per- 
fect and potential past perfect. 

Mention the verbs in the following sentences, tell what each expresses, 
and of what parts it is composed : — 

i. For men may come, and men may go. 

2. He could enliven every conversation with an anecdote, 
and conclude it with a moral. 

3. Have patience, gentle friends ; I must not read it. 

4. One may acquire the habit of looking upon the sunny 
side of things, and he may also acquire the habit of looking 
upon the gloomy side. 

5. He could not have received the message. 

6. We should be as careful of our words as of our actions. 

7. He could speak readily in three or four languages. 

8. " We must fight ! " exclaimed the speaker. 

9. You might have seen the guests sitting around the table. 
10. No other poet could have painted those scenes in more 

strong and lively colors. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the present tense of may, can, or must, 
with the present infinitive of — 

begin, go, read, speak, bring, 

give, sing, see, stand, lose. 



CONJUGATION. 267 



He 

Write sentences, iising the past tense of may, can, or shall, 

with the present infinitive of — 

be, do, go, ride, show, 

come, fly, have, send, wear. 

in. 

Write sentences, using may, can, or must, with the perfect 
infinitive of — 

find, break, drink, eat, hear, 

pay, rise, sell, sit, stand. 

IV. 

Write sentences, using might, could, or should, with the per- 
fect infinitive of — 

drive, find, know, make, run, 

say, lie, set, teach, write. 



LESSON XIX. 

CONJUGATION OF THE VERB CHOOSE. 

ACTIVE FORMS. 

To conjugate a verb is to give its different forms ; thus, — 

INDICATIVE MODE. 

Present Tense. 
Singular. Plural. . 

1. I choose. i. We choose. 

2. Thou choosest. 2. You choose. 

3. He chooses. 3. They choose. 



268 SUPPLEMENTARY LESSONS. 

Past Tense. 

Singular. Plural. 

1. I chose. i. We chose. 

2. Thou chosest. 2. You chose. 

3. He chose. 3. They chose. 

Future Tense. 

1. I shall choose. 1. We shall choose. 

2. Thou wilt choose. 2. You will choose. 

3. He will choose. 3. They will choose. 

Present Perfect Tense. 
I. I have chosen. 1. We have chosen. 

2o Thou hast chosen. 2. You have chosen. 

3. He has chosen. 3. They have chosen. 

Past Perfect Tense. 

1. I had chosen. 1. We had chosen. 

2. Thou hadst chosen. 2. You had chosen. 

3. He had chosen. 3. They had chosen. 

FiUure Perfect Tense. 

1. I shall have chosen. 1. We shall have chosen. 

2. Thou wilt have chosen. 2. You will have chosen. 

3. He will have chosen. 3. They will have chosen, 

SUBJUNCTIVE MODE. 

Present Tense. 
Singular. Plural. 

1. (If) I choose. 1. (If) we choose. 

2. (If) thou choose. 2. (If) you choose. 

3. (If) he choose. 3. (If) they choose. 



PASSIVE FORMS. 269 



Past Tense. 

Singular. Plural. 

i. (If) I chose. l. (If) we chose. 

2. (If) thou chose. 2. (If) you chose. 

3. (If) he chose. 3. (If) they chose. 

IMPERATIVE MODE. 

Present Tense. 
Singular. Plural. 

Choose thou. Choose ye or you. 

INFINITIVES. 

Present. (To) choose. Present Perfect. (To) have chosen. 

Choosing. 

PARTICIPLES. 

Present. Choosing. Present Perfect. Having chosen. 

WRITTEN EXERCISE. 

Write, arranging as above, the active forms of the following 
verbs: — 

wait, give, begin, do, drink. 



LESSON XX. 

PASSIVE FORMS OF THE VERB CHOOSE. 
(Review ^Lesson XX.) 

What is meant by the passive form of a verb ? What kind of verbs 
may have a passive form? 

The passive forms of a verb are made by joining its perfect participle 
to the different forms of the verb be ; thus, — 



270 SUPPLEMENTARY LESSONS. 

INDICATIVE MODE. 

Present. I am chosen. Pres. Perf. I have been chosen. 

Past. I was chosen. Past Perf. I had been chosen. 

Future. I shall be chosen. Fut. Petf. I shall have been chosen. 

SUBJUNCTIVE MODE. 

Present. (If) I be chosen. Past. (If) I were chosen. 

IMPERATIVE MODE. 

Be thou chosen. 

INFINITIVES. 

Present. (To) be chosen. Pres. Perf. (To) have been chosen. 

Being chosen. 

PARTICIPLES. 

Present. Being chosen. Perfect. Chosen. 

Present Perfect. Having been chosen. 

WRITTEN EXERCISES. 
I. 

Write, arranging as above, the passive forms of the following 
verbs : — 

forget, drive, give, strike, shake. 

ii. 

Write sentences containing passive forms of — - 

draw, pay, sell, steal, take, 

forget, ring, spend, tear, find. 



PROGRESSIVE FORMS. 271 



LESSON XXL 

PROGRESSIVE FORMS OF THE VERB CHOOSE* 

The progressive forms of a verb are made by joining its present par- 
ticiple to the different forms of the verb be ; thus, — 

INDICATIVE MODE. 

Pres. I am choosing. Pres. Perf. I have been choosing. 

Past. I was choosing. Past Perf. I had been choosing. 

Fut. I shall be choosing. Put. Perf. I shall have been choosing 

SUBJUNCTIVE MODE. 

Present. (If) I be choosing. Past. (If) I were choosing. 

IMPERATIVE MODE. 

Be choosing. 

INFINITIVES. 

Present. (To; be choosing. Pres. Perf. (To) have been choosing. 

PARTICIPLES. 

Present. Pres. Perf. Having been choosing. 

WRITTEN EXERCISES. 
I. 

Write, arranging as on the preceding page, the progressive 
forms of the following verbs : — 

read, write, drive, build, ride. 



* See Part III. p. 109. 



272 



SUPPLEMENTARY LESSONS. 



II. 



Write sentences containing progressive forms of — 



come, 


sing, 


read, 


write, 


ride, 


build, 


dig, 


hold, 


knit, 


make 



LESSON XXII. 



FORMS OF VERBS. 



Copy the following forms, and learn to write the past tense 
and perfect participle of each verb from memory : — 

When the past tense or the perfect participle of a verb has more than one form, 
the form which is considered preferable is placed first. 



ALPHABETICAL LIST OF VERBS. 



Present. 

abide 

arise 

awake 

be 
bear 

[to bring forth] 
bear [to carry] 

beat 
begin 



Past. 

abode 

arose 

awoke 

awaked 

was 

bore 

bore 
beat 
began 



Perf Part. 
abode 
arisen 

awaked 

been 
born 

borne 

beaten 

begun 



Present. 

bereave 

beseech 

bid 

bind 

bite 
blow 



Past. Perf. Part. 
bereft ( bereft 
bereaved ( bereaved 
besought besought 
bade ( bidden 

bid \ bid 

bound bound 



bit 
blew 



bitten 

bit 

blown 



FORMS OF VERBS. 



273 



Present. 


Past. 


Perf. Part. 


Present. 


Past. 


Perf. Part. 


break 


broke 


broken 


dream 


{ dreamec 
( dreamt 


\ dreamed 
( dreamt 


breed 


bred 


bred 


bring 


brought 


brought 


drink 


drank 


drunk 


build 


| built 
( builded 


( built 


drive 


drove 


driven » 


( builded 


dwell 


{ dwelt 
( dwelled 


[ dwelt 


burn 


( burned 
( burnt 


( burned 


( dwelled 


( burnt 


eat 


ate 


eaten 


burst 


burst 


burst 


fall 


fell 


fallen 


buy 


bought 


bought 


feed 


fed 


fed 


can 


could 





feel 


felt 


felt 


catch 


caught 


caught 


fight 


fought 


fought 




chid 


( chidden 


find 


found 


found 


chide 


\ chid 


flee 


fled 


fled 


choose 


chose 


chosen 


fling 


flung 


flung 


cling 


clung 


clung 


fly 


flew 


flown 


clothe 


( clothed 
\ clad 


( clothed 
(clad 


forget 


forgot 


( forgotten 
( forgot 


come 


came 


come 


forsake 


forsook 


forsaken 


cost 


cost 


cost 


freeze 


froze 


frozen 


creep 
crow 


crept 
( crowed 


crept 
crowed 


get 


got 


( gotten 
(got 


cut 


( crew 
cut 


cut 


gild 


gilded 


( gilded 
(gilt 


dare 


( dared 


dared 


give 


gave 


given 




( durst 




go 


went 


gone 


deal 


dealt 


dealt 


grind 


ground 


ground 


Hip* 


(dug 
I digged 


| dug 
I digged 


grow 


grew 


grown 


U1 & 


hang 


hung 


hung 








[to suspend] 






do 


did 


done 


have 


had 


had 


draw 


drew 


drawn 


hear 


heard 


heard 



274 



SUPPLEMENTARY LESSONS. 



Present. 
heave 

hew 

hide 

hit 

hold 
hurt 
keep 

kneel 

knit 

know 
lay 



Past. 

heaved 

hove 

hewed 

hid 

hit 

held 

hurt 

kept 
( knelt 
( kneeled 

knit 

knitted 

knew 

laid 



Perf. Part. 
heaved 

hewed 

hewn 

hidden 

hid 

hit 

held 

hurt 

kept 

knelt 

kneeled 

knit 

knitted 

known 

laid 



WRITTEN EXERCISES. 



Present. 


Past. 


Perf. Part. 


lead 


led 


led 


leap 


( leaped 


( leaped 


/ leapt 


( leapt 


learn 


{ learned 
( learnt 


{ learned 
( learnt 


leave 


left 


left 


lend 


lent 


lent 


let 


let 


let 


lie [to recline] lay 


lain 


lose 


lost 


lost 


make 


made 


made 


may 


might 




mean 


meant 


meant 


meet 


met 


met 


pass 


passed 


( passed 
( past 



Write sentences co7itaining the past tenses of the following 


verbs : — 




do, 


flee, fly, eat, bite, 


cling, 


drink, go, hide, let, 


kneel, 


burn, bid, beat, catch. 



II. 

Write the perfect participles of these verbs : — 

arise, be, bite, blow, break, 

draw, drive, feel, go, get, 

fly, flee, forsake, lay, hide. 



FORMS OF VERBS. 



275 



III. 



Write sentences containing the passive forms of — 

draw, drive, find, forget, hold, 

lay, lose, feel, 



buy, 



choose, bind, 



break, 



catch, 



brin: 



grind. 



LESSON XXIII. 



FORMS OF VERBS. — Continued. 



Past. 


Perf Part. 


Present. 


, Past. 


Perf. Part. 


paid 
put 


paid 
put 


shear 


sheared 


j sheared 
( shorn 


quit 


| q uit 

( quitted 


shed 


shed 


shed 


quitted 


shine 


shone 


shone 


read 


read 


shoe 


shod 


shod 


rode 


ridden 


shoot 


shot 


shot 


rang 
rose 


rung 
risen 


show 


showed 


( showed 
( shown 


ran 


run 


shrink 


{ shrunk 
( shrank 


( shrunk 
( shrunken 


said 


said 


saw 


seen 


shut 


shut 


shut 


sought 
sold 


sought 
sold 


sing 


j sang 
( sung 


sung 


sent 

set 


sent 
set 


sink 


( sunk 
( sank 


( sunk 
( sunken 


shook 


shaken 


sit 


sat 


sat 


should 




slay 


slew 


slain 



276 



SUPPLEMENTARY LESSONS. 



Present. 


Past. 


Perf. Part. 


Present. 


Past. 


Perf. Part 


sleep 


slept 


slept 


strive 


strove 


striven 


slide 
smell 


slid 

( smelled 
( smelt 


( slidden 
I slid 
( smelled 
( smelt 


swear 
sweat 
sweep 


swore 
( sweat 
( sweated 

swept 


sworn 
[ sweat 
( sweated 

swept 


smite 


smote 


smitten 


swim 


swam 


swum 


sow 


sowed 


( sown 
( sowed 


swing 
take 


swung 
took 


swung 
taken 


speak 


spoke 


spoken 


teach 


taught 


taught 


speed 


sped 


sped 


tear 


tore 


torn 


spell 


( spelled 
I spelt 


I spelled 
( spelt 


tell 
think 


told 
thought 


told 
thought 


spend 
spill 


spent 
I spilled 
\ spilt 


spent 
J spilled 
( spilt 


thrive 
throw 


( thrived 

( throve 

threw 


{ thrived 

( thriven 

thrown 


spin 


spun 


spun 


thrust 


thrust 


thrust 


split 
spoil 
spread 


split 
( spoiled 
( spoilt 

spread 


split 
( spoiled 
( spoilt 

spread 


tread 
wake 


trod 

( woke 
( waked 


( trodden 
\ trod 

waked 


spring 


sprang 


sprung 


wear 


wore 


worn 


stand 


stood 


stood 


weave 


wove 


woven 


steal 


stole 


stolen 


weep 


wept 


wept 


sting 


stung 


stung 


will 


would 





strew 


strewed 


( strewn 
( strewed 


win 
wind 


won 
wound 


won 
wound 


stride 


strode 


stridden 


work 
wring 


( worked 


j worked 

( wrought 

wrung 


strike 


struck 


( struck 
( stricken 


( wrought 
wrung 


string 


strung 


strung | 


write 


wrote 


written 



FORMS OF VERBS. 



277 



WRITTEN EXERCISES. 



Write the simple form of the verbs from which the following 
ivords and phrases are derived: — 



lay, 


shaken, 


has been seen, 


will sit, 


will come, 


had taken, 


are writing, 


shall tell, 


sowing, 


sowed, 


was shining, 


sprang, 


to be done, 


had done, 


had slept, 


swinging. 



set, 


shake, 


swim, 


take, 


weave, 


write, 


sit, 


speak. 



II. 

Use the perfect participles of the following verbs with is, are, 
was, were, have, has, or had : — 

rise, ride, see, 

shine, shoe, steal, 

tear, throw, wear, 

strive, shear, ring, 

in. 

Write the passive forms corresponding to the following : — 

shot, paid, will see, to seek, 

brought, had struck, may show, to have sold, 

shod, might catch, will write, having read, 

found, has given, driving, to have broken. 

IV. 

Write sentences showing the correct use of — - 

sit, will, can, loose, fly, 

set, shall, may, lose, flee. 



278 SUPPLEMENTARY LESSONS. 



LESSON XXIV. 

STUDY OF VERBS. 

Select the verbs, the infinitives, and the participles, in the following 
sentences, and tell how each is used in the sentence given. Tell the 
kind of verb, name its principal parts, and point out any variation in 
form for mode, tense, person, or number. 

If the verb consists of more than one word, first tell how it is made up, and then 
name the principal parts of the chief verb. 

i. The travellers left their horses, and embarked in a large 
canoe. 

2. Once more the gates are opened. 

3. The shades of night were falling fast. 

4. The year is going, let him go. 

5. Ere the evening lamps are lighted. 

6. Keep thy tongue from evil. 

7. She must weep or she will die. 

8. A blue smoke went curling up from the chimney. 

9. He dreamt he had rung the palace bell. 

10. The councillors were appointed by the governor. 

11. Suit the word to the action. 

12. You are merry, my lord. 

13. The letters we have quoted show the fervor of his mind. 

14. Contracts had been made for the building. 

15. If it bear the test, it will be accepted. 

16. The day had been a day of calm and storm. 

17. Birds were warbling round, and bees were heard 
About the flowers. 



STUDY OF VERBS. 279 



1 8. You must wake and call me early. 

19. I have had playmates, I have had companions. 

20. I bring fresh showers for the thirsting flowers. 

21. He plainly saw that some strong measure must be taken : 
yet it was not easy to determine what was to be done. 

22. Let us look at the result. 

23. It is better to do a few things carefully, precisely as they 
should be done, than to do ten times as many in a loose, slov- 
enly way. 

24. The major, riding forward, waved his sword, and ordered 
the soldiers to disperse. 

25. To-day the vessel shall be launched. 

26. Fear not each sudden sound and shock. 

27. Joy comes, grief goes, we know not how. 

28. The things which I have seen I now can see no more. 

29. The streets were filled with excited men, some gathered 
in groups, and others moving towards the State House. 

30. The Mayor was dumb, and tfie Council stood 
As if they were changed into blocks of wood. 

31. Like the leaves of the forest when summer is green, 
The host with their banners at sunset were seen. 

32. We know what Master laid thy keel, 
What Workmen wrought thy ribs of steel. 

33. Who art thou ? 

34. "'Tis some visitor," I muttered, " tapping at my chamber 
door." 

35. A merry heart doeth good like a medicine. 



280 SUPPLEMENTARY LESSONS. 



LESSON XXV. 

(Review Lessons XXVI. and XXVII.) 
ADVERBS. 

What is an adverb ? Mention some of the ways in which an adverb 
may modify the meaning of a verb. Give an example of an adverb 
modifying an adjective ; of an adverb modifying another adverb. 

Adverbs may be divided into the following classes : — 

I. — ADVERBS OF TIME. 

1. I am now reading the book. 

2. He seldom spoke twice. 

3. The association meets annually. 

4. He always sits in his chair. 

Give the office of each adverb, and tell what it modifies. 

II. — ADVERBS OF PLACE. 

i. He looked back. 

2. The procession moved forward. 

3. We shall remain here until spring. 

Point out the adverbs, and show how each is used. 

III. — ADVERBS OF MANNER. 

1. The bells rang merrily. 

2. Silently the door opened. 

3. She speaks distinctly. 

Mention the verbs, and tell how each is modified. 



ADVERBS. 281 



IT. — ADVERBS OF DEGREE. 

1. She speaks very distinctly. 

2. The coat was too small. 

3. We were greatly pleased. 

How distinctly does she speak? How small was the coat? How 
well were we pleased? Mention the adverbs, and tell what each 
expresses. 

V. — INTERROGATIVE ADVERBS. 

An adverb may be used to ask a question and at the same time show 
time, place, or manner ; as, — 

1. When did they start? 

2. Where did they go? 

3. How did he speak? 

VI. -ADVERBS OF AFFIRMATION AND NEGATION. 

i. She will surely aid you. 

2. He did not stay. 

3. It will certainly be done. 

Point out the adverbs, and tell the office of each. 
Mention the adverbs in the following sentences, give the meaning 
of each, and tell what it modifies : — 

1. They gazed down into the water. 

2. The news seemed too good to be true. 

3. The weather was oppressively warm. 

4. His power of describing scenery is often very remarkable 

5. Suddenly a light was seen. 

6. The boat sped away o'er the waters. 

7. Slowly and sadly we laid him down. 



282 SUPPLEMENTARY LESSONS. 

8. So passed the morning away. 

9. Why stand we here idle ? 

10. I thrice presented him a kingly crown. 

1 1. How are the mighty fallen ! 

12. He is well paid that is well satisfied. 

13. Whence is that flame which now glares on his eye? 

14. Prescott now mounted the parapet, and walked leisurely 
about, inspecting the works, giving directions, and talking 
cheerfully with the men. 

15. The troops marched steadily on. 

16. He had recently been elected a major-general, but had 
not received his commission. 

17. Very few remained here. 

18. A thousand hearts beat happily. 

19. Ah ! then and there was hurrying to and fro. 

20. Somewhere the birds are singing evermore. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the following words to show when or 
how often some action was performed : — 

now, to-day, presently, instantly, once, 

yesterday, already, lately, immediately, soon, 

often, still, heretofore, to-morrow, afterward. 

11. 

Write sentences, using the following words to show where 
something took place : — 

here, there, above, near, together, 

where, whither, whence, by, yonder. 



PREPOSITIONS. 283 



in. 

Write sentences, tcsing these words to show how something 
was done : — 

well, softly, quickly, easily, brightly, 

faithfully, neatly, so, slowly, exactly. 

IV. 

Use these words in sentences, to show the degree or extent of a 
quality : — 

much, little, more, almost, scarcely, 

very, quite, greatly, thoroughly, terribly. 

v. 

Use the following words in sentences to show affirmation or 
negation : — 

surely, certainly, not, never, undoubtedly. 



LESSON XXVI. 

PREPOSITIONS. 
(Review Lessons XXXV. and XXXVI.) 

Mention the prepositions in the following sentences, tell between 
what words they show relation, and show how the prepositional phrases 
modify the words to which they are joined : — 

i. Into the valley of Death 

Rode the six hundred. 

2. The love of Nature is the first thing in the mind of the 
true poet ; the admiration of himself, the last 



284 SUPPLEMENTARY LESSONS. 

3. Heaped in the hollows of the grove, the autumn leaves 
lie dead. 

4. The surf had beaten for centuries against the face of the 
rock until it had bored this cavern deep into its sides. 

5. Heaven lies about us in our infancy. 

6. Audubon, the naturalist, was fresh from his wanderings 
over the continent, from Labrador to the capes of Florida, and 
from the Alleghanies to the Rocky Mountains. 

7. I stood on the bridge at midnight. 

8. We wait for thy coming, sweet wind of the South ! 

9. The shades of night were falling fast. 

10. The door swung back on its hinges. 

11. The kettle was lifted from the fire. 

12. The house stood on the side of a hill. 

13. A shady sycamore grew by the door, with a woodbine 
wreathing around it. 

14. The clock stood in the corner behind her. 

15. The shadows dance upon the wall. 

16. Then Christabel knelt by the lady's side, 

And raised to heaven her eyes so blue. 

17. From peak to peak, the rattling crags among, 
Leaps the live thunder ! 

18. America has furnished to the world the character of 
Washington. 

19. In the corners of the apartment were fowling-pieces, 
fishing-rods, and other sporting implements. 

20. The woods of autumn, all around our vale, 
Have put their glory on. 



CONJUNCTIONS. 285 



WRITTEN EXERCISES. 

Copy the following sentences, filling the blanks with prepositions 
that will express the right relations : — 

i. The difficulty was settled without the interference 

strangers. 

2. Charles corresponds his cousin. 

3. The furniture corresponds the house. 

4. There is no need your going. 

5. He had difficulty finding the place. 

6. What is the matter the speaker ? 

7. This design is similar the other. 

8. Our house is small in comparison yours. 

9. He was attended hundreds armed men. 

10. They were deeply hurt by this want confidence. 

11. She died typhoid fever. 

12. He was killed a falling rock. 

13. They will remain home. 

14. She opened the door, and walked the next room. 

15. We were detained home. 

LESSON XXVII. 

CONJUNCTIONS. 
(Review Lesson XXXVII.) 

What is a conjunction? What do conjunctions join? In what way 
are conjunctions and prepositions alike? How do they differ? 

Conjunctions that connect sentences, or parts of sentences, of equal 
rank are called co-ordinate conjunctions. They are used to join 
words, phrases, and clauses having the same construction ; thus : — 



286 SUPPLEMENTARY LESSONS. 

i . Let us cultivate a true spirit of union a?id harmony. 

2. Through days of sorrow and of mirth. 

3. Be just, a nd fear not. 

4. He works hard, but he does not prosper. 

5. You must go, or I shall remain at home. 

Tell what each conjunction joins in these sentences. 

The conjunction and simply joins two similar parts. But joins con- 
trasted thoughts. The word or clause that follows it is opposed in 
meaning to what goes before. Or implies an alternative ; that is, a 
choice between two things. 

The following conjunctions are often used together as correlatives : — 

both . . . and, neither . . . nor, not only . . . but, 
either ... or, not . . . but, whether ... or. 

1. Either he or I must go. 

2. He studied art both in France and in Germany. 

Conjunctions that connect parts of sentences of unequal rank are 
called subordinate conjunctions. They are used to join subordi- 
nate or dependent clauses to the principal clause of a sentence ; thus : — 

1. The meeting was closed, because the speaker was ill. 
(Cause.) 

2. Speak clearly, if you would be understood. (Condition.) 

3. When a great man falls, the nation mourns. (Time and cause.) 

4. She came that we might go. (Purpose.) 

5. You will reap as you sow. (Comparison.) 

EXERCISE I. 

Mention the conjunctions in the following sentences, tell the class to 
which each belongs, and name the words or clauses that it connects : — 



CONJUNCTIONS. 287 



1. Let honesty and industry be thy constant companions. 

2. Now stir the fire, and close the shutters fast. 

3. Either he is talking, or he is pursuing. 

4. Is this a time to be cloudy and sad ? 

5. If we fail, it can be no worse for us. 

6. The country was to be defended, and to be saved, before 
it could be enjoyed. 

7. He calls on the people not only to defend, but to study 
and understand their rights and privileges. 

8. Days brightly came and calmly went. 

9. She trimmed the lamp, and made it bright, 
And left it swinging to and fro. 

10. There is nothing so difficult as the art of making advice 
agreeable. 

11. Now had the season returned when the nights grow 
colder and longer. 

12. The time we live ought not to be computed by the num- 
ber of years, but by the use that has been made of them. 

13. His voice was soft and gentle, but with an accent and 
vivacity derived from his French blood. • 

14. Love not sleep lest thou come to poverty. 

15. Live well that you may die well. 

16. Our hearts should be filled with gratitude when we con- 
template the wonderful works of nature. 

17. A clownish air is but a small defect; yet it is enough to 
make a man disagreeable. 

18. Three wives sat up in the lighthouse tower, 

And they trimmed the lamps as the sun went down. 



288 SUPPLEMENTARY LESSONS. 

19. His stories are good to hear at night, because we can 
dream about them asleep; and good in the morning, too, 
because then we can dream about them awake. 

20. Our band is few, but true and tried. 

21. The secret wouldst thou know 

To touch the heart or fire the blood at will ? 

22. Sink or swim, live or die, survive or perish, I give my 
hand and my heart to this vote. 

EXERCISE II. 

Name the office of each italicized word, and tell what part of speech 
it is : — 

1. They came, but they did not stay. 

2. None knew her but to love her. 

3. It is but a step beyond. 

4. Shall we meet beyond the river ? 

5. We walked tip the hill. 

6. Up went the flag. 

7. The train stopped for water. 

8. This tree will flourish, for it has struck its roots deep. 

9. Look before you leap. 

10. Look before and behind. 

11. He will arrive before night. 

12. He retired behind the scenes. 

13. After the horse was stolen, the stable was locked. 

14. You go first, and I will follow. 

15. The evil that men do lives after them. 

16. The neighbors came flocking about us. 

17. One lingering look behind I cast. 



INTERJECTIONS. 



289 



1 8. His great fires up the chimney roared. 

19. He who would search for pearls must dive below. 

20. He counted the moments as they passed. 

WRITTEN EXERCISES. 
I. 

Write sentences containing words, phrases, or clauses joined by 
the following conjunctions : — 

and, but, nor, 

yet, moreover, whether, 

or, therefore, still, 

so, hence, nevertheless, 



either ... or, 
neither . . . nor, 
both . . . and, 
as well as. 



11. 



Use the following conjunctions in sentences, to join a dependent 
cla?ise to a principal clati.se: — 



because, 


since, 


if, 


as soon as, 


unless, 


until, 


when, 


as well as, 


before, 


where, 


that, 


in order that, 


as, 


than, 


lest, 


so that, 


ere, 

+ 


till, 


for, 


notwithstanding. 




LESSON XXVIII. 






INTERJECTIONS. 





(Review Lesson XXXVIII.) 



What is an interjection? Name an interjection that expresses pain; 
surprise ; joy ; one that calls attention ; one that calls to silence. Give 
an example of a verb used as an interjection ; of a noun. What mark 
should be placed after an exclamatory word or phrase ? 



290 SUPPLEMENTARY LESSONS. 

Mention the interjections in the following sentences, tell what each 
expresses, and explain the use of each exclamation point : — 

i. Hark! 'tis the twanging horn o'er yonder bridge. 

2. Alas ! they had been friends in youth ; 
But whispering tongues can poison truth. 

3. Arm! arm! it is — it is — the cannon's opening roan 

4. Our country calls ; away ! away ! 

5. Ay! ye may well look upon it. 

6. "What!" exclaimed the Colonel, "do you mean to tell 
me that you alone have held that tower against me ?" 

7. O mighty Caesar ! dost thou lie so low ? 

8. Ah ! whither now are fled those dreams of greatness ? 

9. Lo ! how all things fade and perish ! 

10. "Aha ! do you think so !" cried the king. 

DICTATION EXERCISES. 
I. 

Copy these sentences, paying particular attention to the capitalization 
and punctuation, and afterwards write them from dictation: — 

1. Hark! from the murmuring clods I hear 
Glad voices of the coming year. 

2. "Alas!" cried these kind-hearted old people, "what has 
become of our poor neighbors ? " 

3. "Ho! ho! ho!" roared the giant, in a fit of immense 
laughter. 

4. "Hist! hist!" whispered his companion. 

5. All stood amazed until an old woman, tottering out from 
among the crowd, put her hand to her brow, and peering under 
it in his face for a moment, exclaimed, " Sure enough ! it is 
Rip Van Winkle." 



PHRASES. 291 



II. 

Hark! hark to the robin! its magical call 

Awakens the flowerets that slept in the dells; 

The snow-drop, the primrose, the hyacinth, all 
Attune at the summons their silvery bells. 

Hush! ting-a-ring-ting! don't you hear how they sing? 

They are pealing a fairy-like welcome to Spring. 



LESSON XXIX. 

PHRASES. 
(Review Lesson LXXXI.) 

Phrases may be named according to their fon?i. Thus : — 

I. — PREPOSITIONAL PHRASES. 

A phrase introduced by a preposition is called a prepositional 
phrase ; as, — 

i. The leaves of this plant are glossy. 

2. We heard the sound of distant footsteps. 

3. The troops were marching tJirongh a valley. 

4. He reads for information. 

Name the prepositions that introduce the different phrases, and tell 
between what words they show relations. 

What leaves are glossy ? What sound was heard ? Where were the 
troops marching ? Why does he read ? Which of these phrases are used 
like adjectives? Which are used like adverbs? Give an example of a 
prepositional phrase modifying a noun. Give an example of a prepo- 
sitional phrase modifying a verb. 



292 SUPPLEMENTARY LESSONS. 

II. — INFINITIVE PHRASES. 

A phrase introduced by an infinitive is called an infinitive phrase ; 
as, — 

1. To do good should be the aim of all. 

2. He hoped to win the prize. 

3. Crowds came to behold the sight. 

4. It is easy to decide the matter. 

What is the subject of the verb in the first sentence? What is the 
object of the verb in the second sentence? Give the office of the 
phrase to behold the sight. What is the subject of the verb in the fourth 
sentence ? What does the phrase show ? To decide the matter is explan- 
atory of it, which takes the place of the real subject. 

III. — PARTICIPIAL PHRASES. 

A phrase introduced by a participle is called a participial phrase ; 

as, — 

1. Looking upzvard, they beheld the cause of the trouble. 

2. He advanced, followed by the five faithful workmen. 

3. Having finished the work, he demanded his pay. 

Mention the participial phrases, and tell the office of each. 

IV. — APPOSITIVE PHRASES. 

A phrase made up of an appositive noun and its modifiers is called 
an appositive phrase; as, — 

1. He comes, the herald of a noisy world. 

2. St. Augustine, the oldest town in the United States, was 
settled by the Spaniards. 

Select the phrases in the following sentences, name the kind of phrase, 
and tell how each is used : — 



USE OF PHRASES. 293 



1. Strive to be usefully employed. 

2. Having obtained the information, he ceased questioning. 

3. They saw a small vessel approaching the shore. 

4. At last, turning briskly away, she came towards the table. 

5. We are anxious to learn the result. 

6. It must have been difficult to convince this man of his 
error. 

7. Not one of these men offered to lend his assistance. 

8. Down plunged the diver, and soon rose dripping from the 
water, holding the sea-shrub in his hand. 

9. To love one's country has ever been esteemed honorable. 

10. And out again I curve and flow 

To join the brimming river. 

11. This edifice, the cradle of liberty, had been used by the 
British officers as a playhouse. 



WRITTEN EXERCISE. 

Write sentences containing — 

1. A prepositional phrase. 

2. An infinitive phrase. 

3. A participial phrase. 

4. An appositive phrase. 



LESSON XXX. 

USE OF PHRASES. 



Phrases may be named according to the office performed by each. 
Thus : — 



294 SUPPLEMENTARY LESSONS. 

I. — ADJECTIVE PHRASES. 

A phrase that performs the office of an adjective is called an adjec- 
tive phrase ; as, — 

1. The doors of the church were open. 

2. He beheld a stranger standing near him. 
Tell what each phrase modifies. 

II. — ADVEKBIAL PHRASES. 

A phrase that performs the office of an adverb is called an abverbial 
phrase ; as, — 

1. They landed on an island. 

2. He came to inspect the work. 

3. The supper being over, the strangers departed. 

Show how the phrase is used in each sentence. 

The phrase, The supper being over, is nearly equivalent to the clause, As the 
supper was over. It gives a reason for the departure of the strangers. 

III. — SUBSTANTIVE PHRASES. 

A phrase that performs the office of a noun is called a substantive 
phrase ; as, — 

1. To please all is impossible. 

2. We hope to hear the speaker. 

3. It is useless to refer to the siibject again. 

Mention the phrases, and tell how each is used. 

EXERCISE. 

Point out the phrases in the following sentences, and tell how each 
is used : — 



USE OF PHRASES. 295 



1. In happy homes he saw the light 

Of household fires gleam warm and bright. 

2. Religion dwells not in the tongue, but in the heart. 

3. Hark ! I hear the bugles of the enemy. 

4. Mont Blanc is the monarch of mountains. 

5. Rise with the lark. 

6. It was one by the village clock. 

7. The newly elected member went in state to the City 
Cross, accompanied by a band of music. 

8. The doors of the prison closed upon him. 

9. Around the walls stood several oak bookcases. 

10. The edges and corners of the box were carved with most 
wonderful skill. 

11. You must change your style of living. 

12. Point thy tongue on the anvil of truth. 

13. It stands on a mound which elevates it above the other 
parts of the castle, and a great flight of steps leads to the 
interior. 

14. The paths of glory lead but to the grave. 

15. Cease to do evil ; learn to do well. 

16. Here delicate snow-stars, out of the cloud, 

Come floating downward in airy play. 

WRITTEN EXERCISES. 
I. 

Write jive sentences containing adjective phrases. 

11. 

Write jive sentences containing adverbial phrases. 



296 SUPPLEMENTARY LESSONS. 

III. 

Write sentences cojitaining an infinitive phrase used — 

1. As the subject of a verb. 

2. As the object of a verb. 

3. To explain the subject it. 



LESSON XXXI. 

(Review Lessons I., II.) 
THE SIMPLE SENTENCE. 

Of how many parts does every sentence consist? What are these 
parts called? What is the office of the subject? What is the office of 
the predicate ? What is a simple sentence ? 

A simple sentence is a sentence that expresses one 
thought. 

The subject of a simple sentence may be — 

I. A noun ; as, — 

Snow protects the ground. 

II. A pronoun; as, — 

We heard the glad tidings. 

III. A phrase ; as, — 

1. To believe the report is impossible. 

2. Walking through these fields is forbidden. 

The subject may be enlarged by the following modi- 
fiers : — 



THE SIMPLE SENTENCE. 297 

I. An adjective ; as, — 

i. Dark clouds were seen. 

II. A possessive noun or pronoun; as, — 

1. Roberts work is right. 

2. My opinion is not changed. 

III. An appositive noun or phrase ; as, — 

1. Charles Dickens, the novelist, died in 1870. 

2. The church, a gray stone structure, stood near the 

corner. 

IV. A phrase ; as, — 

1. The winds of winter are cold. 

2. She, hearing her name, turned back. 

The predicate of a simple sentence may be — 
I. A complete verb — 

1. In a simple form ; as, The sun shines. 

2. In a compound form ; as, The sun is shining. 

II. An incomplete intransitive verb completed by — 

1. A noun ; as, He was secretary. 

2. An adjective; as, Iron is hard. 

3. An adverb ; as, The record is here. 

4. A phrase ; as, The pencils are in the box. 

III. A transitive verb with its object — 

1. A noun; as, I hear music. 

2. A pronoun ; as, We saw them. 

3. A phrase ; as, He expects to do the work. 



298 SUPPLEMENTARY LESSONS. 

The predicate of a sentence may be enlarged by — 
I. An adverb ; as, — 

He walked slowly. 

II. An adverbial phrase; as, — 

1. They came mto the room. 

2. They came to look at the engine. 

Any noun, adjective, or adverb in the predicate may have modifiers of its own. 

WRITTEN EXERCISES. 
I. 

Write sentences, using as the subject — 

1. A noun. 4. A noun modified by an adjective. 

2. A pronoun. 5. A noun modified by a possessive. 

3. A phrase. 6. A noun modified by an appositive noun. 

7. A noun modified by an adjective phrase. 

11. 

Write sentences, using as the predicate — 

1. A complete verb. # 

2. A complete verb modified by an adverb. 

3. A complete verb modified by a phrase. 

4. An intransitive verb completed by a noun. 

5. An intransitive verb completed by an adjective. 

6. An intransitive verb completed by an adverb. 

7. An intransitive verb completed by a phrase. 

8. A transitive verb with its object. 



ANALYSIS OF SIMPLE SENTENCES. 299 

LESSON XXXII. 

ANALYSIS OF SIMPLE SENTENCES. 

Analyze briefly the following sentences, tlms : — 

i. Tell the kind of sentence. 

2. Name the subject and the predicate. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

Example. — The lowing herd winds slowly o'er the lea, 

ORAL ANALYSIS. 

1. This is a simple declarative sentence. 

2. The subject is the lowing herd. The predicate is winds slowly 
o'er the lea. 

3. The subject consists of the noun herd, modified by the adjectives 
lowing and the. 

4. The predicate consists of the verb winds, modified by the adverb 
slowly and by the adverbial phrase o'er the lea, 

1. A roll of thunder was heard at a distance. 

2. He reaps the bearded grain at a breath. 

3. Amidst the storm they sang. 

4. Charity covereth a multitude of sins. 

5. They glided calmly down the tranquil stream. 

6. New are the leaves on the oaken spray. 

7. It is useless to deny the fact. 

8. Study to acquire a habit of accurate expression. 

9. Who planted this old apple-tree ? 

10. We should rejoice to hear of the prosperity of others. 



300 SUPPLEMENTARY LESSONS. 

ii. Tenderly the season has spared the grassy meadows. 

12. It is very difficult to lay down rules of conduct for others. 

13. All last night we watched the beacons 

Blazing on the hills afar. 

14. It would be absurd to make another attempt. 

15. A gush of smoke came from a chimney in the rear of the 
edifice. 

16. The prospect of success seemed very small. 

17. His boyish friendships were strong and numerous. 

18. The sad and solemn night 

Hath yet her multitude of cheerful fires. 

19. Who can understand his errors ? 

20. With every puff of the wind the fire leaped upward from 
the hearth, laughing and rejoicing at the shrieks of the wintry 
storm. 

21. In a corner of the room stands his gold-headed cane, 
made of a beautifully polished West India wood. 

22. To speak the truth is the duty of all. 

23. These gay idlers, the butterflies, 
Broke to-day from their winter shroud. 

24. It is not possible to follow the fortunes of this lad through 
these uneventful years. 

25. Having lost the confidence of the people, he was com- 
pelled to resign his office. 



CLAUSES. 301 



LESSON XXXIII. 

CLAUSES. 
(Review Lesson LXXXIV.) 

A part of a sentence that contains a subject and a predi- 
cate is called a clause. 

A clause that expresses the leading or principal thought 
of a sentence is called an independent or principal clause, 

A clause that depends upon some other part of the sen- 
tence for its full meaning is called a dependent or subordinate 
clause, 

I. -ADJECTIVE CLAUSES. 

A clause that is used like an adjective is called an adjective clause ; 
as,— 

i. He was the first person that entered the room. 

2. The bay, which lay before us, was covered with sails. 

3. This is the place where the hero fell. 

Read each dependent clause, and tell what it modifies. How are 
these clauses joined to the words they modify? 

II. — ADVERBIAL CLAUSES. 

A clause that is used like an adverb is called an adverbial clause ; 
as,— 

1. When the signal was given, the boats started. (Time.) 

2. The books will be found where yon left them. (Place.) 

3. Speak as you think. (Manner.) 

4. The result was better than I expected. (Degree.) 



302 SUPPLEMENTARY LESSONS. 

5. The building was condemned because it was unsafe. 
(Reason.) 

6. He spoke that the matter might be made clear. (Purpose.) 

7. If our cause is just, we shall succeed. (Condition.) 

Mention the adverbial clauses, tell what each expresses, and show 
how it is connected to the principal clause. 

III. — NOUN CLAUSES. 

A clause that is used like a noun is called a noun clause or a 
substantive clause; as, — 

1. What his decision will be is uncertain. (Subject.) 

2. I believe that he is honest. (Object.) 

3. The result was that he left the town. (To complete predi- 
cate.) 

4. The hope, that they would be rescued, died away. (In 
apposition to a noun.) 

Mention the noun clauses, and tell how each is used. 

EXERCISE I. — AD JECTIVE CLAUSES. 

Mention all the phrases and clauses in these sentences, name the 
kind of phrase or clause, and tell what each modifies : — 

1. Thrice is he armed that hath his quarrel just. 

2. She listened attentively to every word that was spoken. 

3. He set forth at the head of his followers, who went off in 
a very melancholy state of mind. 

4. At length they came within full sight of the palace, which 
proved to be very large and lofty. 



CLAUSES. 303 

5. She ran quickly to a spot where she had seen a great 
many flowers. 

6. A city that is set on a hill cannot be hid. 

7. But the noblest thing which perished there 
Was that young faithful heart ! 

8. None shrink from discussion but those who are afraid of 
the truth. 

9. We were up before sunrise/ in order to take advantage of 
the flood tide, which waits for no man. 

10. Those heavy forests of valuable timber under which your 
lands are groaning must be cleared away. 

11. He found several boxes of ammunition which the enemy 
had not destroyed. 

12. The officer who had borne the flag of truce retired. 

EXERCISE II.— ADVERBIAL CLAUSES. 

Point out the adverbial clauses, explain the use of the connectives, 
and tell what each clause expresses : — 

1. The army, when he took command of it, was without any 
discipline or order. 

2. The people murmured, as their suffering increased. 

3. Forgive us our debts as we forgive our debtors. 

4. Let us live while we live. 

5. Days brightly came and calmly went, 
While yet he was our guest. 

6. Dreary is the time when the flowers of earth are withered. 

7. After his recovery he made excursions about the island. 



304 SUPPLEMENTARY LESSONS. 

8. Since they have come, we must receive them. 

9. Spare that you may spend. 

10. If they had considered the matter carefully, they would 
have taken a different course. 

EXERCISE III. — NOUN CLAUSES. 

Mention the noun clauses, and show how each is used : - 

1. Remember what has been done for you. 

2. It is good for a man that he bear the yoke in his youth. 

3. "Know thyself" is a comprehensive precept. 

4. I know not what course others may take. 

5. Learn from the birds what foods the thickets yield. 

6. Children are what the mothers are. 

7. It has been truly said that he who sets one great truth 
afloat in the world serves his generation. 

8. Be what nature intended you for, and you will succeed. 

9. I learned that he was a universal favorite in the village. 
10. " I will set out to-morrow morning," answered the boy. 

WRITTEN EXERCISES. 
I. 

Write five sentences containing adjective clauses. 

u. 

Write five sentences containing adverbial clauses. 

in. 

Write three sentences containing noun clauses. 



COMPLEX SENTENCES. 305 



LESSON XXXIV. 

COMPLEX SENTENCES. 

A sentence containing a dependent clause is called a 
complex sentence. 

Sometimes a complex sentence contains more than one dependent 
clause. 

Analyse the following sentences, thus : — 

i. Tell the kind of sentence. 

2. Name the subject and the predicate of the entire sentence. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

5. Analyze the dependent clause or clauses. 

Example. — As we approached the house, we heard the sound of 
music* 

ORAL ANALYSIS. 

i. This is a complex declarative sentence, consisting of one inde- 
pendent clause and one dependent clause. 

2. The subject of the entire sentence is we. The predicate of the 
sentence is heard the sound of music as we approached the house. 

3. The predicate consists of the verb heard, completed by the object 
sound, and modified by the adverbial clause as we approached the house. 
The noun sound 'is modified by the and by the adjective phrase of music. 

4. The dependent clause is connected to the principal clause by the 
adverbial conjunction as, expressing time. 

5. The subject of the dependent clause is we; the predicate, ap- 
proached the house. The predicate consists of the verb approached, 
completed by the object house. House is modified by the. 



306 SUPPLEMENTARY LESSONS. 

1. If you would achieve a high success, you must think for 
yourself. 

2. Old Kasper took it from the boy, 

Who stood expectant by. 

3. One by one we miss the voices which we loved so well to 
hear. 

4. Among the spectators were some school-boys, who came 
to gaze at this group of oddly dressed foreigners. 

5. Where lies the land to which the ship would go ? 

6. The night cometh, when no man can work. 

7. That man is formed for social life is acknowledged by all. 

8. You are not the first person that has made this mistake. 

9. Send me word as soon as you reach your destination. 

10. He had taken only a few steps, when he turned round again. 

11. It is only by degrees that the great body of mankind can 
be led into new practices. 

12. The people believed in him, because he was honest and 
true. 

13. See that you can untie what you tie. 

14. The sight of sea-weed floating past his ship enabled 
Columbus to quell the mutiny which arose amongst his sailors. 

15. If you take my advice, you will turn back. 

16. As nobody objected to this scheme, he proceeded to 
count the whole band. 

17. The honest man was incapable of betraying one, who, in 
extreme peril, had come under the shadow of his roof. 

18. He that leans on his own strength leans on a broken reed. 

19. Fling wide the grain for those who throw 
The clanking shuttle to and fro. 



COMPOUND SENTENCES. 307 

20. We receive but what we give. 

21. He shook off the few drops of moisture which clung to 
its petals. 

22. It was a fine sunny morning when the thrilling cry of 
"land ! " was given from the mast-head. 

23. Those who live only for the world, and in the world, may 
be cast down by the frowns of adversity. 

24. The fox barks not when he would steal the lamb. 

25. I knew by the smoke that so gracefully curled 

Above the green elms, that a cottage was near. 



LESSON XXXV. 

COMPOUND SENTENCES. 

A sentence made up of two or more independent members 
is called a compound sentence ; as, — 

1. Knowledge is power, and truth is knowledge. (Simple 
members.) 

2. He that observeth the winds shall not sow, and he that 
regardeth the clouds shall not reap. (Complex members.) 

3. The way was long, the wind was cold. (Connective 
omitted.) 

Analyze the followi?tg sentences, tines : — 

1. Tell the kind of sentence. 

2. Name the different members, and tell how they are connected. 

3. Analyze the different members of the sentence. 

Example. — A soft answer turneth away tvrath, but grievous 
words stir up anger. 



308 SUPPLEMENTARY LESSONS. 

i. This is a compound declarative sentence, consisting of two indepen- 
dent members connected by the conjunction but, expressing contrast. 

2. The first member, A soft answer turneth away wrath, is simple. 
The subject is a soft answer ; the predicate, turneth away wrath. The 
subject consists of the noun answer, modified by the adjectives soft and 
a, — soft modifying answer, and a modifying soft answer. The predi- 
cate consists of the verb turneth, modified by the adverb away, and 
completed by the object wrath. 

The second member, grievous words stir up anger, is simple. The 
subject is grievous words ; the predicate, stir up anger. The subject 
consists of the noun words, modified by the adjective grievous. The 
predicate consists of the verb stir, modified by the adverb up, and com- 
pleted by the object anger. 

1. The ploughman homeward plods his weary way, 
And leaves the world to darkness and to me. 

2. He had naturally a generous and feeling heart, but his 
temper was wayward and irritable. 

3. The river was covered with solid ice, and the ships were 
buried in four feet of snow. 

4. The time for supplication is past ; the time for action is 
at hand. 

5. He whistled shrill, and he was answered from the hill. 

6. The moon is up, and yet it is not night. 

7. His dark eye flashed, his proud breast heaved, his' cheek's 
blood came and went. 

8. The day was nearly gone, and the battle was undecided. 

9. The town had drifted behind us, and we were nearing the 
group of islands. 

10. We strolled along the beach, and gathered large quanti- 
ties of floating moss. 



MISCELLANEOUS SENTENCES FOR ANALYSIS. 309 

ii. Learn to govern yourself, and you will be able to govern 
others. 

12. The politician thinks of himself; the statesman thinks of 
his country. 

13. Train up a child in the way he should go, and when he is 
old he will not depart from it. 

14. Once more the gates are opened ; an infant group go out. 

15. Fear God, and keep his commandments. 



LESSON XXXVI. 

MISCELLANEOUS SENTENCES FOR ANALYSIS. 

1. His wisdom was made up of a knowledge of things as 
well as of men. 

2. If be had feared difficulties, he would not have died an 
acknowledged leader of men. 

3. "I will not leave my native land," he said, "now that I 
am so unexpectedly restored to it." 

4. When you have a number of duties to perform, always do 
the most disagreeable one first. 

5. My rambles soon led me to the church, which stood at a 
short distance from the village. 

6. It seemed to be drifting slowly towards the north. 

7. Thou hast taught me, Silent River ! 

Many a lesson, deep and long. 

8. " Down with him ! " cried false Sextus. 

9. Ring out, wild bells, to the wild sky. 



310 SUPPLEMENTARY LESSONS. 

10. It is not enough to do the right thing, but we must do it 
in the right way, and at the right time. 

11. Heaped in the hollows of the grove, the autumn leaves 

lie dead; 
They rustle to the eddying gust, and to the rabbit's 
tread. 

12. He who needlessly breaks his appointment shows that he 
is as reckless of the waste of others' time as of his own. 

13. Economy is of itself a great revenue. 

14. He read few books, but mastered all he read. 

15. He walks forth in the fields and forests, and not a green 
or rosy tint escapes his vigilant eye. 

16. He was only too glad to comply with this condition. 

17. They will help you to build the city. 

18. Choose the timbers with greatest care; 
Of all that is unsound beware. 

19. Between two of the bookcases hung a looking-glass. 

20. The good old year is with the past. 

21. The vine still clings to the mouldering wall. 

22. A thing of beauty is a joy forever. 

23. It is no easy matter to discover the exact spot where a 
sunken vessel lies. 

24. Having completed his surveys, he set forth from the 
south branch of the Potomac on his return homeward. 

25. Six days shalt thou labor and do all thy work. 

26. The cause of American independence was now to be 
presented to the world in such a manner as to engage its 
sympathy, to command its respect, to attract its admiration. 



MISCELLANEOUS SENTENCES FOR ANALYSIS. 311 

27. We do not know how the matter will be decided. 

28. The next gale that sweeps from the North will bring to 
our ears the clash of resounding arms. 

29. It has a purpose, and that purpose gives it its character. 

30. Not a ripple stirred on the glassy surface of the lake. 

31. Nothing ever passed through his hands without receiving 
improvement, and no person ever went into his company with- 
out gaining wisdom. 

32. He who has made the acquisition of a judicious and 
sympathizing friend, may be said to have doubled his mental 
resources. 

33. One by one the singing birds come back. 

34. The proper business of friendship is to inspire life and 
courage. 

35. Hark ! — that heavy sound breaks in once more. 

36. The sea-birds screamed as they wheeled around. 

37. He felt the cheering power of spring ; 
It made him whistle, it made him sing. 

38. What lessons of golden wisdom this old chair might 
utter ! 

39. They deserved respect ; for they were good men as well 
as brave. 

40. He that vould honor win 

Must not fear dying. 

41. When the stranger had finished the story of his adven- 
tures, he looked around at the attentive faces of the listeners. 

42. One of the hardest things in this world is, to see the 
difference between real dangers and imaginary ones. 



312 SUPPLEMENTARY LESSONS. 

43. "Welcome, brave stranger!" cried she. "We were 
expecting you." 

44. How fleet is a glance of the mind ! 

45. They are slaves who dare not be 
In the right with two or three. 

SELECTIONS FOR THOUGHT ANALYSIS. 

To the Teacher. — Question pupils upon the following selections, leading them to 
state, step by step, the office of each sentence and to trace the relations that the 
different sentences bear to one another. Call for the meanings of unusual words and 
phrases, for the explanation of all allusions, and require the pupil to give in his own 
words the substance of each thought. 



THE BIRTHDAY OF WASHINGTON. 

The birthday of the " Father of his Country " ! May it ever 
be freshly remembered by American hearts ! May it ever re- 
awaken in them a filial veneration for his memory ; ever re-kindle 
the fires of patriotic regard to the country which he loved so 
well ; to which he gave his youthful vigor and his youthful 
energy during the perilous period of the early Indian warfare ; 
to which he devoted his life, in the maturity of his powers, in 
the field ; to which again he offered the counsels of his wisdom 
and his experience as president of the convention that framed 
our Constitution ; which he guided and directed while in the 
chair of state, and for which the last prayer of his earthly 
supplication was offered up when it came the moment for him 
so well, and so grandly, and so calmly, to die ! He was the first 
man of the time in which he grew. His memory is first and 



SELECTIONS FOR THOUGHT ANALYSIS. 313 

most sacred in our love ; and ever hereafter, till the last drop 
of blood shall freeze in the last American heart, his name shall 
be a spell of power and might. RuFUS Choate> 

ii. 

THE CONSTITUTION. 

What is the Constitution ? It is the bond which binds 
together millions of brothers. What is its history ? Who made 
it ? monarchs, crowned heads, lords, or emperors ? No, it was 
none of these. The Constitution of the United States, the 
nearest approach of mortal to perfect political wisdom, was the 
work of men who purchased liberty with their blood, but who 
found that, without organization, freedom was not a blessing. 
They formed it, and the people, in their intelligence, adopted 
it. And what has been its history ? Has it trodden down any 
man's rights ? Has it circumscribed the liberty of the press ? 
Has it stopped the mouth of any man ? Has it held us up as 
objects of disgrace abroad? How much the reverse! It has 
given us character abroad ; and when, with Washington at its 
head, it went forth to the world, this young country at once 
became the most interesting and imposing in the circle of civil- 
ized nations. How is the Constitution of the United States 
regarded abroad ? Why, as the last hope of liberty among men. 
Wherever you go, you find the United States held up as an 
example by the advocates of freedom. The mariner no more 
looks to his compass, or takes his departure by the sun, than 
does the lover of liberty abroad shape his course by reference 
to the Constitution of the United States. 

Daniel Webster. 



314 SUPPLEMENTARY LESSONS. 

III. 

WHAT CONSTITUTES A STATE? 

What constitutes a state ? 
Not high-raised battlement or labored mound, 

Thick wall or moated gate ; 
Not cities proud with spires and turrets crowned ; 

Not bays and broad-armed ports, 
Where, laughing at the storm, rich navies ride ; 

Not starred and spangled courts, 
Where low-browed baseness wafts perfume to pride. 

No : men, high-minded men, 
With powers as far above dull brutes endued 

In forest, brake, or den, 
As beasts excel cold rocks and brambles rude ; 

Men who their duties know, 
But know their rights, and, knowing, dare maintain, 

Prevent the long-aimed blow, 

And crush the tyrant while they rend the chain ; 

These constitute a state. 

Sir William Jones. 

IV. 

DUTIES OF AMERICAN CITIZENS. 
This lovely land, this glorious liberty, these benign institu- 
tions, the dear purchase of our fathers, are ours ; ours to enjoy, 
ours to preserve, ours to transmit. Generations past, and gen- 
erations to come, hold us responsible for this sacred trust. 
Our fathers, from behind, admonish us with their anxious 
paternal voices ; posterity calls out to us from the bosom of 
the future; the world turns hither its solicitous eyes — all, all 






SELECTIONS FOR THOUGHT ANALYSIS. 315 

conjure us to act wisely and faithfully in the relation which 
we sustain. We can never indeed pay the debt which is upon 
us ; but by virtue, by morality, by religion, by the cultivation 
of every good principle and every good habit, we may hope to 
enjoy the blessing through our day, and to leave it unimpaired 
to our children. Let us feel deeply how much of what we are 
and of what we possess we owe to this liberty and these insti- 
tutions of government. Nature has, indeed, given us a soil 
which yields bounteously to the hands of industry ; the mighty 
and fruitful ocean is before us, and the skies over our heads 
shed health and vigor. But what are lands, and seas, and skies, 
to civilized man, without society, without knowledge, without 
morals, without religious culture ? and how can these be en- 
joyed, in all their extent and all their excellence, but under the 
protection of wise institutions and a free government ? There 
is not one of us who does not, at this moment and at every 
moment, experience in his own condition and in the con- 
dition of those most near and dear to him, the influence and 
the benefits of this liberty and these institutions. Let us then 
acknowledge the blessing ; let us feel it deeply and powerfully ; 
let us cherish a strong affection for it, and resolve to maintain 

and perpetuate it. 

Daniel Webster. 



PATRIOTISM. 

Breathes there the man, with soul so dead, 
Who never to himself hath said, 

This is my own, my native land ! 
Whose heart hath ne'er within him burned, 



316 SUPPLEMENTARY LESSONS. 

As home his footsteps he hath turned 

From wandering on a foreign strand! 
If such there breathe, go, mark him well ; 
For him no minstrel raptures swell ; 
High though his titles, proud his name, 
Boundless his wealth as wish can claim • 
Despite those titles, power, and pelf, 
The wretch, concentred all in self, 
Living, shall forfeit fair renown, 
And, doubly dying, shall go down 
To the vile dust, from whence he sprung, 
Unwept, unhonored, and unsung. 



Sir Walter Scott. 



VI. 

AMERICA. 

My country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride, 
From every mountain-side 

Let freedom ring. 

My native country, thee, 
Land of the noble free, 

Thy name I love ; 
I love thy rocks and rills, 
Thy woods and templed hills ; 
My heart with rapture thrills 

Like that above. 



SELECTIONS FOR THOUGHT ANALYSIS. 317 

Let music swell the breeze, 
And ring from all the trees 

Sweet Freedom's song; 
Let mortal tongues awake, 
Let all that breathe partake, 
Let rocks their silence break, 

The sound prolong. 

Our Fathers' God, to thee, 
Author of liberty, 

To thee we sing ; 
Long may our land be bright 
With Freedom's holy light; 
Protect us by thy might, 

Great God, our King. 



EXERCISES IN COMPOSITION. 

To the Teacher. — Require the pupil to put forth his best effort in each exercise. 
Accept no careless work, either in thought or in expression. Before writing some of 
these exercises, the pupil should refer to the forms and directions in Part Fourth. 

I. 

YELLOWSTONE PARK. 

I. Tell where Yellowstone Park is, give its area, and tell 

something of its surface. 2. Describe some of its great natural 

curiosities. 

ii. 

You promised to spend last evening at the home of one of 
your friends, but you were unable to do so. Write to your 
friend, giving a reason for your absence, and expressing your 
regret at not being able to keep the appointment. 

in. 

You have lost a watch. Write an advertisement about the 
lost article, to be inserted in one of the newspapers in your 
town. 

IV. 

MY FAVORITE BOOKS. 

I. Tell which your favorite books are. 2. State your rea- 
sons for liking each. 

v. 

Write to Messrs. Light & Wood, 781 Broadway, New York, 
asking them to send you samples of their letter-paper sold by 
the pound. 



EXERCISES IN COMPOSITION. 319 

VI. 

Write an order, in the third person, for such groceries as 
will be needed in your family for the coming week. Use in 
your order the real name of some grocer. 

VII. 

You are obliged to leave school on account of illness in your 
family. Write a letter to your teacher, stating the cause of 
your absence from school. 

VIII. 

MY TRIP TO . 



State the object of your trip, and give a full account of what 
you saw. 

Note. — The pupil should describe some trip that he has actually taken. 

IX. 

Write a short conversation between a landlord and a tenant, 
about painting and papering certain rooms in the house occu- 
pied by the tenant. 

x. 

Mrs. Margaret Joy, who lives at Catskill, N.Y., wishes to 
rent a house in Poughkeepsie. She writes to Hunt and Sayles, 
Real Estate Agents, Poughkeepsie, N.Y., telling them what 
kind of house she wants. Write the letter for her. 

XI. 

THE HUMAN SKIN. 

I. Describe the structure of the skin. 2. State its uses. 
3. Tell what care it needs. 



320 SUPPLEMENTARY LESSONS. 

XII. 

Write to a publisher, and order six different books. State 
the title of each book, and mention the style of binding that 
you prefer. 

XIII. 

A WESTERN RANCH. 

I. Tell what a ranch is, and how it differs from a farm. 

2. Describe the way in which the cattle and sheep are allowed 
to wander about from place to place, tell how the herdsmen 
keep track of them, and how a ranchman knows his own stock. 

3. Describe the buildings and the manner of life on a ranch. 

XIV. 

Your mother is away from home, and your father has met 
with a serious accident. Send to your mother a telegram of 
not more than ten words, asking her to come home immediately. 

xv. 

Write on one of the following subjects :- — 

What Boys should Learn to Do. 
What Girls should Learn to Do. 

XVI. 

Write a letter to one of your friends, giving an account of 
your school work and telling what part of the work you like 
best. 

XVII. 

USES OF FORESTS. 

I. Tell how forests affect the water courses ; how they prevent 
floods and drouths ; how they affect soil and climate ; and men- 
tion any other uses of forests that occur to you. 



EXERCISES IN COMPOSITION. 321 

XVIII. 

You wish the position of assistant librarian in the public 
library of your town. Write to the Library Committee, making 
an application for the position. State your qualifications, and 
give for reference the name of your teacher. 

XIX. 

Tell, as clearly as you can, how to do any one of the following 
things : — 

How to Raise Potatoes. How to Set the Dinner Table. 

How to Play Base-Ball. How to Make a Flower-Bed. 

xx. 

On the first day of this month Edward T. Dunn paid you 
twenty dollars for instruction in German. Write a receipt for 
the amount received. 

XXI. 

Your father is in New York on business. Write him a letter, 
telling him how you miss him and anything he would like to 
know about home matters. 

XXII. 

THE SIGNAL SERVICE. 

Tell what the object of the Signal Service is; how the warn- 
ing of the approach of storms is given; how these weather 
reports aid people on shipboard and on land. 

XXIII. 

1. Mr. and Mrs. Charles South invite you to dinner next 
Thursday at six o'clock. Write the invitation. 

2. Write an answer, accepting the invitation. 

3. Write an answer, declining the invitation. Give a reason 
for declining. 



322 SUPPLEMENTARY LESSONS. 

XXIV. 

A concert is to be given in your town next Tuesday evening. 
Write a notice, telling when and where it is to be held. 

XXV. 

OUR SONG BIRDS. 

i. Tell what the most common song birds are in your locality, 
and show how they aid man and give him pleasure. 

2. Mention some of the enemies of birds, such as cats, owls, 
egg-collectors, etc. 

3. Show what the effect of using birds for millinery purposes 
has been, and tell what you know about the societies that have 
been formed to prevent their destruction. 



SUMMARY OF DEFINITIONS AND RULES. 

[These definitions and rules are placed here simply for reference.] 
I. — NOUNS. 

A word used as a name is called a noun. 

A name that belongs to an individual person or thing is called a 
proper noun ; as, Herbert, London, Vassar College. 

A name that applies to every one of a class of persons or things is 
called a common noun ; as, boy, city, college. 

NUMBER. 

The form of a word used in speaking of one person or thing is 
called the singular form. 

The form of a word used in speaking of more than one person or 
thing is called the plural form. 

i. Add s to the singular of most nouns, to form the plural; as, bird, 
birds ; paper, papers. 

2. When the singular ends in a sound that does not unite easily with 
the sound of s, some nouns add es to the singular, to form the plural; 
as, glass, glasses ; box, boxes ; watch, watches ; dish, dishes. 

3. Some nouns ending in / or fe, change / or fe to ves, to form the 
plural; as, leaf, /eaves, knife, knives. 

4. Nouns ending in y after a c ns nant, change y to ies, to form the 
plural; as, fly, flies ; city, cities ; army, armies. 

5. Nouns ending in y after a v wel, add s to the singular, to form the 
plural ; as, day, days ; journey, journeys ; y, toys. 

6. Some ncuns form their plurals in irregular ways; as, man, men ; mouse, 
mice ; child, children. 

7. Some nouns have the same form in the singular and in the plural; 
as, sheep, deer, trout, cannon. 



324 SUPPLEMENTARY LESSONS. 

GENDER. 

A noun that denotes a male is said to be of the masculine gender; 
as, man, brother. 

A noun that denotes a female is said to be of the feminine gender ; 
as, woman, girl. 

The gender of nouns is distinguished in three ways : — 

1. By different words; as, man, woman. 

2. By different endings; as, heir, heiress. 

3. By prefixing words indicating the sex; as, man-servant, maid-servant. 

A noun that may denote either a male or a female is said to be of the 
common gender; as, cousin, parent, friend. 

A noun that names a thing neither male nor female is said to be of 
the neuter gender ; as, pen, house, river. 

CASE. 

A noun used as the subject of a verb is said to be in the nominative 
case. 

A noun used to show possession is said to be in the possessive 
case. 

1. Add the apostrophe (') and s to a singular noun, to form the pos- 
sessive ; as, day, day's ; sister, sister's. 

2. Add the apostrophe (') to a plural noun ending in s, to form the 
possessive; as, days, days' ; sisters, sisters'. 

3. Add the apostrophe (') and s to a plural noun not ending in 5, to 
form the possessive; as, zvomen, xuomen's ; children, children's. 

Note. — When a name is composed of two or more words, add the possessive 
sign to the last word only; as, Morse and Sons' 1 . 

A noun used as the object of a verb 01 of a preposition is said to be 
in the objective case. 

II. — PRONOUNS. 

A word used for a noun is called a pronoun. 

A pronoun that shows by its form whether the person speaking is 



DEFINITIONS AND RULES. 325 

meant, the person spoken to, or the person or thing spoken of, is called 
a personal pronoun. 

A pronoun that denotes the person speaking is said to be in the first person. 
A pronoun that denotes a person spoken to is said to be in the second person 
A pronoun that denotes a person or a thing spoken of is said to be in the third 
person. 

FORMS OF PERSONAL, PRONOUNS. 
First Person. 

Singular. Plural. 

Nom. I, Nom. we, 

Poss. my, or mine, Poss. our, or ours, 

Obj. me. Obj. us. 

Second Person. 

Nom. thou, Nom. ye, or you, 

Poss. thy, or thine, Poss. your, or yours, 

Obj. thee. Obj. you. 

Third Person, Masculine. 

Nom. he, Nom. they, 

Poss. his, • Poss. their, or theirs, 

Obj. him. Obj. them. 

Third Person, Feminine. 

Nom. she, Nom. they, 

Poss. her, or hers, Poss. their, or theirs, 

Obj. her. Obj. them. 

Third Person, Neuter. 

Nom. it, Nom. they, 

/W. its, Poss. their, 0>- theirs, 

04/. it. Obj. them. 

A word that may be used as an adjective or as a pronoun is called an 
adjective pronoun. 

A word that refers to a preceding noun or pronoun and connects it 
with a clause is called a relative pronoun. 



326 SUPPLEMENTARY LESSONS. 



A pronoun that is used to ask a question is called an interrogative 
pronoun. 





FORMS OF WHO. 




Nominative. 


Possessive. 


Objective. 


who, 


whose, 


whom. 



HI. — ADJECTIVES. 

A word used to modify a noun or a pronoun is called an adjective. 

Adjectives have different forms to express different degrees of quality : — 

1. The form that simply expresses the quality is called the positive; as, tall, 
short. 

2. The form that expresses a higher or a lower degree of the quality is called the 
comparative ; as, taller, shorter. 

3. The form that expresses the highest or lowest degree of the quality is called 
the superlative ; as, tallest, shortest. 

IV.— VERBS. 

A word that asserts is called a verb. 

KINDS CF VERBS. 

A verb that requires an object is called a transitive verb. 

A verb that represents the subject as acting is called active. 
A verb that represents the subject as being acted upon is called passive. 
A verb that does not require an object is called an intransitive 
verb. 

A verb that helps another verb to express its meaning is called an auxiliary verb. 
FORMS OF VERBS. 

A verb that forms the past tense by adding ed or d to the present is 
called a regular verb ; as, walk, walked ; move, moved. 

A verb that does not form the past tense by adding ed or d to the 
present is called an irregular verb ; as, come, came ; do, did. 

Some forms of the verb do not assert, but assume or imply certain 



DEFINITIONS AND RULES. 327 



actions. The form that simply names an action, like a noun, is called 
an infinitive. The form that describes, like an adjective, is called a 
participle. 

MODE. 

The manner of asserting is called the mode of a verb. 

When a verb simply states a fact or asks a question, it is said to be in 
the indicative mode. 

When a verb expresses a command or an entreaty, it is said to be in 
the imperative mode. 

When a verb expresses something as conditional or doubtful, it is 
said to be in the subjunctive mode. 

TENSE. 

The form of a verb that express* the time of an action is called 
tense. 

A verb that asserts something in present time is said to be in the 
present tense. 

A verb that asserts something in past time is said to be in the past 
tense. 

A verb that asserts something in future time is said to be in the 
future tense. 

A verb that denotes the action as completed at the present time is 
said to be in the present perfect tense. 

A verb that denotes the action as having been completed before some 
past time is said to be in the past perfect tense. 

A verb that denotes an action to be completed before some future 
time is said to be in the future perfect tense. 



328 



SUPPLEMENTARY LESSONS. 



CONJUGATION OF THE VERB HEjLK. 

Active Forms. Passive Forms. 







bi 


I# 


I hear, 


i. 


I am heard, 






g 


2. 


Thou hearest, 


2. 


Thou art heard, 




Present 


c/3 


3- 


He hears. 


3- 


He is heard. 




Tense. 


"13 


i. 


We hear, 


i. 


We are heard, 






i-i 

3 


2. 


You hear, 


2. 


You are heard, 






s 


3- 


They hear. 


3- 


They are heard. 






bi) 


I. 


I heard, 


,. 


I was heard, 






g 


2. 


Thou heardest, 


2. 


Thou wast heard, 




Past 


C/5 


3- 


He heard. 


3- 


He was heard. 




Tense. 


13 


i. 


We heard, 


i. 


We were heard, 






J-l 

3 


2. 


You heard, 


2. 


You were heard, 






£ 


3- 


They heard. 


3- 


They were heard. 






bi) 


I# 


I shall hear, 


,. 


I shall be heard, 


. 




c 


2. 


Thou wilt hear& 


2. 


Thou wilt be heard, 


•a 




Future 


c/3 


3- 


He will hear. 


3- 


He will be heard. 


Tense. 


13 


I. 


We shall hear, 


i. 


We shall be heard, 


© 




si 


2. 


You will hear, 


2. 


You will be heard, 


> 




S 


3- 


They will hear. 


3- 


They will be heard. 


5 




fci 


i. 


I have heard, 


L 


I have been heard, 


H 




C 


2. 


Thou hast heard, 


2. 


Thou hast been heard, 




Present 


r/2 


3- 


He has heard. 


3- 


He has been heard. 




Perfect 
Tense. 


"rt 


i. 


We have heard, 




We have been heard, 




J-i 
J3 


2. 


You have heard, 


2. 


You have been heard, 






s 


3- 


They have heard. 


3- 


They have been heard. 






fci 


lm 


I had heard, 


i. 


I had been heard, 






a 


2. 


Thou hadst heard, 


2. 


Thou hadst been heard, 




Past 


c/3 


3- 


He had heard. 


3- 


He had been heard. 




Perfect 


13 


i. 


We had heard, 


i. 


We had been heard, 




Tense. 


3 


2. 


You had heard, 


2. 


You had been heard, 






s 


3- 


They had heard. 


3- 


They had been heard. 






fcjj 


i. 


I shall have heard, 


!. 


I shall have been heard, 






a 


2. 


Thou wilt have heard, 


2. 


Thou wilt have been heard, 




Future 


in 


3- 


He will have heard. 


3- 


He will have been heard. 




Perfect 


"c3 


i. 


We shall have heard, 


i. 


We shall have been heard, 




Tense. 


3 


2a 


You will have heard, 


2. 


You will have been heard, 






s 


3- 


They will have heard. 


3- 


Th*y will have been heard. 



DEFINITIONS AND RULES. 



329 







Active Forms. 


Passive Forms. 




■ -3 


* 

> 


hJ3 

a 

Present 
Tense. "jj 


1. (If) I hear, 

2. (If) thou hear, 

3. (If) he hear. 

1. (If) we hear, 

2. (If) you hear, 

3. (If) they hear. 


1. (If) I be heard, 

2. (If) thou be heard, 

3. (If) he be heard. 

1. (If) we be heard, 

2. (If) you be heard, 

3. (If) they be heard. 


a 

DO 


Past 
Tense. "^ 

S 


1. (If) I heard, 

2. (If) thou heard, 

3. (If) he heard. 

1. (If) we heard, 

2. (If) you heard, 

3. (If) they heard. 


1. (If) I were heard, 

2. (If) thou wert heard, 

3. (If) he were heard. 

1. (If) we were heard, 

2. (If) you were heard, 

3. (If) they were heard. 


9 
M 


Present 

Tense. *3 

3 


Hear thou. 
Hear ye or you. 


Be thou heard. 

Be ye or you heard. 


0) 

'S 

<G 
C 
M 


Present 

Present 
Perfect. 


(To) hear. 
Hearing. 

(To) have heard. 


(To) be heard. 
Being heard. 

(To) have been heard. 




Present. 
Perfect. 
Pres.Per. 


Hearing. 


Being heard. 

Heard. 

Having been heard. 


Oh 


Having heard. 



330 



SUPPLEMENTARY LESSONS. 



SYNOPSIS OF THE VERB HEAR. 

First Person, Sing. Second Person, Sing. Third Person, Sing. 



> 

* 
o 

H 


Present. 
Past. 
Future. 
Pres. Per/. 
Past Per/. 
Future Per/. 


I hear. 

I heard. 

I shall hear. 

I have heard. 

I had heard. 

I shall have heard. 


Thou hearest. 
Thou heardest. 
Thou wilt hear. 
Thou hast heard. 
Thou hadst heard. 
Thou wilt have heard. 


He hears. 

He heard. 

He will hear. 

He has heard. 

He had heard. 

He will have heard. 




Present. 
Past. 


(If) I hear. 
(If) I heard. 


(If) thou hear. 
(If) thou heard. 


(If) he hear. 
(If) he heard. 


l 


Present. 




Hear thou. 





V. — ADVERBS. 

A word that modifies a verb, an adjective, or another adverb is called 
an adverb. 

VI. — PREPOSITIONS. 

A word placed before a noun or a pronoun to show its relation to 
some other word in the sentence is called a preposition. 

VII. — CONJUNCTIONS. 

A word that connects sentences or similar parts of the same sentence 
is called a conjunction. 

Conjunctions that connect sentences or parts of sentences of equal 
rank are called co-ordinate conjunctions. 

Conjunctions that connect parts of sentences of unequal rank are 
called subordinate conjunctions. 

VIII. — INTERJECTIONS. 

A word added to a sentence to indicate some sudden feeling is called 
an interjection. 



DEFINITIONS AND RULES. 331 

THE SENTENCE. 

A complete thought expressed in words is called a sentence. 

A sentence consists of two parts : the part that shows what is spoken 
of is called the subject ; the part that tells something about the thing 
spoken of is called the predicate. 

STRUCTURE OF SENTENCES. 

A sentence that expresses one thought is called a simple sentence. 

A sentence containing a dependent clause is called a complex 
sentence. 

A sentence made up of two or more independent members is called a 
compound sentence. 

USE OF SENTENCES. 

A sentence that states or declares something is called a declarative 
sentence. 

A sentence that expresses a command or a request is called an 
imperative sentence. 

A sentence that asks a question is called an interrogative sentence. 

A sentence that expresses sudden or strong feeling is called an 
exclamatory sentence. 

PHRASES AND CLAUSES. 

A combination of words performing a distinct office in a sentence, but 
not having a subject and a predicate, is called a phrase. 

A part of a sentence that contains a subject and a predicate is called 
a clause. 



LIST OF ABBREVIATIONS. 



Account Acct. 

Afternoon {post meridiem} . P.M. 

Alabama Ala. 

And others ; and so forth, etc. or &c. 

Anonymous Anon. 

Arizona Territory . . . Ar. Ter. 

Arkansas Ark. 

At or to . . @ 

August Aug. 

Avenue Ave. 

Bachelor of Arts . A.B. or B.A. 

Before Christ B.C. 

Before Noon {ante meridiem) , A.M. 

Bishop Bp. 

By the hundred {per centum), 

per cent. 

California Cal. 

Captain Capt. 

Cent Ct. 

Collect on Delivery . . . C.O.D. 
Colonel .......... Col. 

Colorado Col. 

Company Co. 

Connecticut Conn. 

Corresponding Secretary, Cor. Sec. 

County Co. 

Credit Cr. 

Creditor Cr. 



Dakota Territory . . Dak. Ter. 

Debtor Dr. 

December Dec. 

Delaware Del. 

District of Columbia . . . D.C. 

Doctor Dr. 

Doctor of Divinity .... D.D. 

Doctor of Laws LL.D. 

Doctor of Medicine . . . M.D. 
Doctor of Philosophy . . . Ph.D. 

East E. 

Esquire Esq. 

Example Ex. 

Fahrenheit (thermometer), 

P. or Fahr. 

February , . . Feb. 

Fellow of the Royal Society, F.R.S. 

Florida Fla. 

For example {exempli gratia), e.g. 
For the time being {pro te7npore), 

Pro tern. 

Friday Fri. 

General Gen. 

Gentlemen {Messieurs) . Messrs. 

Georgia Ga. 

Governor Gov. 

Governor-General . . Gov.-Gen. 
He or she drew it {Delineavit), DeL 



LIST OF ABBREVIATIONS. 



333 



He or she painted it (Pinxit), Pinx. 

Honorable Hon. 

Idaho Territory .... Id. Ter. 
Illinois ........ 111. 

Indiana Ind. 

Indian Territory . . . Ind. Ter. 
Instant — the present month . inst. 
In the year of our Lord . . A.D. 
In the year of the world . . A.M. 

Iowa Io. 

January Jan. 

Junior Jr. or Jun. 

Kansas Kan. 

Kentucky Ky. 

Last month (ultimo) . . . ult. 

Lieutenant Lieut. 

Lieutenant-Colonel . . Lieut. -Col. 
Lieutenant-General . . Lieut.-Gen. 
Lieutenant-Governor . Lieut.-Gov. 

Louisiana La. 

Long Island L.I. 

Madame Mme. 

Mademoiselle Mile. 

Miine Me. 

Major-General . . . Maj.-Gen. 

Manuscript Ms. 

Manuscripts Mss. 

Maryland Md. 

Massachusetts . . . Mass. 

Master of Arts . . A.M. or M.A. 
Member of Congress . . . M.C. 
Member of Parliament . . M.P. 

Michigan Mich. 

Minnesota Minn. 

Mississippi ...... Miss. 

Missouri Mo. 

Mister Mr. 

Mistress Mrs. 



Monday Mon. 

Mount Mt. 

Montana Territory . . Mon. Ter. 

Nebraska Neb. 

Nevada Nev. 

New Hampshire N.H. 

New Jersey N.J. 

New Mexico N.M. 

New York NY. 

Next month (proximo) . . prox. 
Noon (meridies) .... M. 

North N. 

North America N.A. 

North Carolina N.C. 

Note well (nota bene) . . . N.B. 

November Nov. 

Number No. 

October Oct. 

Ohio O. 

Oregon Or. 

Page p. 

Pages pp. 

Pennsylvania . . . Pa. or Penn. 

Postmaster P.M. 

Post-office P.O. 

Postscript (post scriptum) . P.S. 

President Pres. 

Professor Prof. 

Railroad R.R. 

Reverend Rev. 

Rhode Island R.I. 

Right Reverend .... Rt. Rev. 

Saturday Sat. 

Senior Sr. or Sen. 

September Sept. 

South S. 

South Carolina S.C. 

Street St. 



334 



LESSONS IN ENGLISH. 



Sunday Sun. 

Superintendent Supt. 

Tennessee Tenn. 

Texas Tex. 

The same {ditto) .... do. 

Thursday Thurs. 

Tuesday Tues. 

United States U.S. 

United States Army . . U.S.A. 
United States Mail . . . U.S.M. 



United States Navy . . . U.S.N. 
Utah Territory . . . . U. Ter. 

Vermont Vt. 

Virginia Va. 

Washington Territory . . W. Ter. 

Wednesday Wed. 

West W. 

West Virginia . . . . W. Va. 

Wisconsin ■Wis. 

Wyoming Territory . Wy. Ter. 



THE SAME ABBREVIATIONS 

AS THE PRECEDING, ARRANGED IN ALPHABETICAL ORDER, WITH 
THE ABBREVIATIONS PLACED FIRST 



@ At or to. 

A.B. or B.A. . . Bachelor of Arts. 

Acct Account. 

A.D. . . In the year of our Lord. 

Ala Alabama. 

A.M., Before noon {ante meridiem'). 
A.M. . .In the year of the world. 
A.M. or M.A. . . Master of Arts. 

Anon Anonymous. 

Ark Arkansas. 

Ar. Ter. . . . Arizona Territory. 

Aug August. 

Ave Avenue. 

B.C Before Christ. 

Bp Bishop. 

Cal California. 

Capt. . . „ * . . . Captain. 
Co Company. 



Co County. 

C.O.D. . . . Collect on Delivery. 

Col Colonel. 

Col Colorado. 

Coll . . College. 

Conn Connecticut. 

Cor. Sec, Corresponding Secretary. 

Cr , . . . Credit. 

Cr Creditor. 

Ct Cent. 

Dak. Ter. . . . Dakota Territory. 
D.C. . . . District of Columbia. 
D.D. . . . Doctor of Divinity. 

Dec December. 

Del Delaware. 

Del., He or she drew it {Delineavif). 

do The same {ditto), 

Dr Debtor, 



ZJST OF ABBREVIATIONS. 



335 



Dr Doctor. 

E East. 

e.g. . For example {exempli gratia). 

Esq Esquire. 

etc. or &.c, And others ; and so forth. 

Ex - . . . Example. 

F.orFahr., Fahrenheit (thermometer). 

Feb February. 

Fla Florida. 

Fri Friday. 

F.R.S., Fellow of the Royal Society. 

Ga Georgia. 

Gen. ....... General. 

Gov Governor. 

Gov.-Gen. . . Governor-General. 

Hon Honorable. 

Id. Ter. . . . Idaho Territory. 

Ill Illinois. 

Ind Indiana. 

Ind. Ter. . . . Indian Territory. 
inst., Instant — the present month. 

Eo Iowa. 

Jan January. 

Jr. or Jun Junior. 

Kan. ....... Kansas. 

Ky Kentucky. 

La Louisiana. 

L.I. ...... Long Island. 

Lieut Lieutenant. 

Lieut.-Col. . Lieutenant-Colonel. 
Lieut.-Gen. . Lieutenant-General. 
Lieut.-Gov. . Lieutenant-Governor. 

LL.D Doctor of Laws. 

M Noon (meridies). 

Maj.-Gen. . . . Major-General. 

Mass Massachusetts. 

M.C. . . . Member of Congress. 
M.D. . . . Doctor of Medicine. 



Md Maryland. 

Me Maine. 

Messrs. . Gentlemen {Messieurs). 

Mich Michigan. 

Minn Minnesota. 

Miss Mississippi. 

Mile Mademoiselle. 

Mme Madame. 

Mo Missouri. 

Mon Monday. 

Mon. Ter. . Montana Territory. 
M.F. . . Member of Parliament. 

Mr Mister 

Mrs Mistress. 

Ms Manuscript. 

Mss. . . . . Manuscripts. 

Mt Mount. 

N North. 

N.A North America. 

N.B. . . Note well (jiotu dene). 
Neb. ...... Nebraska. 

Nev. Nevada. 

N.C North Carolina. 

N.H. .... New Hampshire. 

N.J . New Jersey. 

N.M New Mexico. 

No. ........ Number. 

Nov November. 

N.Y. New York. 

O Ohio. 

Oct October. 

Or Oregon. 

P Page. 

Pa. or Penn. . . Pennsylvania. 
per cent., 

By the hundred (per centum). 
Ph.D. . . Doctor of Philosophy. 
Pinx., He or she painted it (Pinxit), 



336 



LESSONS IN ENGLISH. 



P.M., Afternoon {post meridiem). 

P.M Postmaster. 

P.O Post-office. 

pp Pages. 

Pres President. 

Prof Professor. 

Pro tern., 

For the time being {pro tempore). 
prox. . . Next month {proximo). 
P.S. . Postscript {post scriptmri). 

Rev Reverend. 

R.I Rhode Island. 

R.R Railroad. 

Rt. Rev. . . . Right Reverend. 

S South. 

Sat Saturday. 

Sept September. 

Sr. or Sen Senior. 

S.C South Carolina. 

St Street. 

Sua. Sunday, 



Supt Superintendent. 

Tenn Tennessee. 

Tex Texas. 

Thurs Thursday. 

Tues Tuesday. 

TJ.S United States. 

U.S.A. . . United States Army. 
U.S.A. . United States of America. 
U.S.M. . . United States Mail. 
U.S.N. . . . United States Navy. 
U. Ter. . . . Utah Territory. 

Va Virginia 

Vt Vermont. 

W West. 

"Wed Wednesday. 

Wis Wisconsin. 

W. Ter. . Washington Territory. 
Wy. Ter. . . Wyoming Territory. 

W. Va West Virginia. 

ult Last month {ulti7no), 



NDEX. 



Abbreviations, List of, 332-336. 

Abstract Noun, 221. 

Acceptance, 217. 

Active Forms of Verbs, y], 251, 267. 

Active Participle, 259. 

Address, The, 196. 

Change of, 204. 

Forms of, 196, 197. 

Position of, 196. 
Adjectives, 23, 248. 

Choice of, 25. 

Comparison of, 26. 

Forms of, 248, 326. 

Use of, 52, 248. 
Adjective Clause, 301. 
Adjective Phrase, 141, 294. 
Adjective Pronoun, 89, 241, 325. 
Adverbs, 47, 280, 330. 

Interrogative, 281. 

Of Affirmation and Negation, 281. 

Of Degree, 281. 

Of Manner, 280. 

Of Place, 280. 

Of Time, 280. 

Use of, 52. 
Adverbial Object, 235. 
Adverbial Phrase, 141, 294. 
Advertisement for — 

Articles Lost, 211. 



Advertisement for — 

Articles Found, 212. 

Help, 212. 

Situations, 213. 
Alphabetical List of Verbs, 272-276. 
Appositive Phrase, 236, 292. 
America, 316. 
Analysis of Sentences, 172, 299, 305, 

307, 309-312. 
Antecedent, 146. 
Applications, 206. 
Auxiliary Verbs, 101, 265-266. 
Be, Forms of, 264. 
Bills, 207, 209. 

Forms of, 207, 208. 
Body of Letter, 199. 
Business Letter, 203. 

Form of, 203. 
Capital Letters, Use of, 2, 7, 8, 9, io t 

12, 68, 180, 181, 193, 195. 
Case, 324. 

Nominative, 228. 

Objective, 229. 

Possessive, 228. 
Clauses, 145, 301. 

Adjective, 301. 

Dependent, 145, 301. 

Independent, 145, 301. 

Substantive, 302. 

337 



338 



INDEX. 



Collective Noun, 221. 

Colon, 183, 193. 

Comma, Use of, 54, 70, 156, 157, 159, 

162, 182, 183, 184, 191, 193, 195, 

197, 243. 
Comparison of Adjectives, 26, 248. 
Composition, 19, 31, 41, 59, 62, 80, 

97, 106, 121, 136, 144, 153, 170, 

318-322. 
Common Gender, 79, 226. 
Common Noun, 7, 323. 
Co-ordinate Conjunction, 285. 
Complex Sentence, 145, 305. 
Compound Noun, 222. 
Compound Participle, 259. 
Compound Possessives, 77 . 
Compound Sentence, 69, 307. 
Conclusion of Letter, 194. 

Forms of, 194. 
Conjunctions, 66, 285. 

Co-ordinate, 285. 

Subordinate, 286. 
Conjugation of the Verb, 267. 

Active Forms, 267. 

Passive Forms, 269. 

Progressive Forms, 271. 

Complete, 328, 329. 
Copernicus and What He Thought, 41 . 
Dash, Use of, 193. 
Declarative Sentence, 1. 
Dependent Clauses, 145, 301. 
Dictation Exercises, 10, 12, 57, 75, 

77, I7i- 
Direct Object, 235. 
Direct Quotations, 162. 
Duties of American Citizen, 314. 
Exclamatory Sentence, 1. 
Exclamation Point, Use of, 2, 68. 



Explanatory Expression, 156. 
Extract from " Snow-Bound," 60. 
Familiar Letter, 188. 
Feminine Gender, 79, 226. 
Folding a Letter, 202. 
Future Tense, 101, 261. 
Future Perfect Tense, 262. 
Forms of — 

Acceptance, 217. 

Address, 196, 197. 

Bills, 207, 209. 

Business Letters, 203. 

Conclusion, 194. 

Familiar Letter, 188. 

Heading, 190. 

Invitation, 216. 

Receipts, 209. 

Regret, 217. 

Salutation, 192. 

Superscription, 201. 
Forms of Nouns — 

Feminine, 226. 

Masculine, 226. 

Plural, 224. 

Possessive, 229. 

Singular, 224. 
Forms of Pronouns — 

Nominative, 85. 

Objective, 86. 

Possessive, 87. 

Personal, 241, 325. 

Relative, 325. 
Forms of the Verb, 272-276. 

Active, 37, 267. 

Passive, 37, 109, 269. 

Progressive, 109, 271. 
Forms of Who, 147. 
Forms of Write, 108. 



INDEX. 



339 



Gender, 78, 79. 

Common, 79, 226. 

Feminine, 79, 226. 

Masculine, 78, 226. 

Neuter, 79, 226. 
Gender Forms of Pronouns, 83. 
Heading of Letter, 189. 

Forms of, 190. 

Items in, 189. 
Hyphen, 223. 

Independent Clause, 145, 301. 
Indicative Mode, 253. 
Indirect Object, 235. 
Indirect Quotations, 162. 
Infinitive, The, 139, 256. 

Compound Form, 256. 

Form in ing, 256. 

Simple Form, 256. 
Infinitive Phrase, 292. 
Interjections, 68, 289. 
Intermediate Expressions, 157. 
Interrogation Point, Use of, 2. 
Interrogative Pronoun, 149, 243, 326. 
Interrogative Sentence, I. 
Imperative Sentence, 1. 
Imperative Mode, 254. 
Intransitive Verbs, 36. 
Invitations, 216. 

Form of, 216. 
Irregular Verbs, 102. 
Letters — 

Giving Orders, 203-206. 

Making Applications, 206, 207. 
Little Bell, 13, 16. 
Manner of Asserting, 137. 
Margin of Letter, 187. 
Masculine Gender, 78, 226. 
Migration of Birds, 31. 



Mode, 253. 

Indicative, 253. 

Imperative, 254. 

Subjunctive, 254. 
Modifiers — 

Of Subject, 296. 

Of Predicate, 298. 

Position of, 51. 
Negatives, 49. 
i Neuter Gender, 226. 
Nominative Absolute, 237. 
Nominative Case, 228. 
Nominative Forms of Pronouns, 85. 
Nouns, 6, 7, 221-240. 

Case, 228-230, 324. 

Classes, 7, 221, 222, 323. 

Gender, 226, 324. 

Number, 224, 323. 

Uses of, 231-238. 
Number — 

Of Nouns, 224. 

Of Pronouns, 246. 

Of Verbs, 263. 
Object, 36, 63. 

Adverbial, 235. 

Direct, 235. 

Indirect, 235. 
Objective Case, 229. 
Objective Form of Pronoun, 86. 
Paragraph, The, 29. 
Paragraphs in Letters, 200. 
Participle, The, 103, 259. 

Active, 259. 

Compound, 259. 

Passive, 259. 

Past, 104, 259. 

Present, 104, 259. 
Participial Phrases, 292. 



340 



INDEX. 



Parts of a Letter, 187. 

Passive Forms of Verbs, yj, 109, 251, 

269. 
Passive Participle, 259. 
Past Participle, 259. 
Past Perfect Tense, 261. 
Past Tense, 261. 
Patriotism, 315. 

Period, Use of, 2, 181, 191, 195, 197. 
Person — 

Of Pronouns, 240. 

Of Verbs, 263. 
Personal Pronouns, 81, 240, 325. 
Phrases, 140, 291. 

Adjective, 141, 294. 

Adverbial, 141, 294. 

Appositive, 292. 

Infinitive, 292. 

Participial, 292. 

Prepositional, 291. 

Substantive, 294. 
Pictures in Poems, 106. 
Plural Forms of Nouns, 74, 75, 224, 

225. 
Plural Number, 74. 
Plural Subjects, 98. 
Possessive Case, 228. 
Possessive Forms of Nouns, 75. 
Possessive Forms of Pronouns, 87. 
Predicate, The, 3, 219. 

Of Simple Sentences, 297. 
Predicate Adjective, 39. 
Predicate Noun, 40. 
Prepositions, 63, 283. 

Choice of, 64. 
Prepositional Phrase, 291. 
Present Participle, 259. 
Present Perfect Tense, 261. 



Present Tense, 101, 261. 
Progressive Form of Verbs, 109, 272. 
Pronouncing Exercise, 20, 32, 46, 60, 
69, 81,97, 105, 118, 125, 137, 144, 

150, 159, 172. 
Pronouns, 22, 240-247. 

Adjective, 89, 241, 325. 

Interrogative, 149, 243, 326. 

Personal, 81, 240, 325. 

Relative, 146, 242, 325. 
Proper Nouns, 7, 323. 
Public Meetings, Notices of, 214. 
Quotations, 160. 

Direct, 162. 

Indirect, 162. 
Quotation Marks, 160. 
Receipts, 209. 

Forms of, 210. 
Receipting Bills, 208. 
Regret, 217. 
Regular Verbs, 102. 
Relative Pronoun, 146, 242, 325. 
Review, 20, 32, 46, 56, 71, 91, 135, 

151, 179. 
Robert of Lincoln, 93. 
Salutation, The, 192. 

Forms of, 192. 

Position of, 193. 
Semicolon, Use of, 70. 
Selections for Thought Analysis, 312- 

317- 

America, 316. 

Duties of American Citizens, 314. 
Patriotism, 315. 

The Birthday of Washington, 312. 
The Constitution, 313. 
What Constitutes a State? 314. 
Sentence, The, 1. 



INDEX. 



341 



Sentence, The — 

Complex, 145, 305. 

Compound, 69, 307. 

Declarative, 1. 

Exclamation, 1. 

Imperative, I. 

Interrogative, 1. 

Simple, 69, 296. 
Simple Sentence, 69, 296. 
Singular Number, 74, 224, 225. 
Singular Subjects, 98. 
Singular and Plural Forms — 

Of Nouns, 74. 

Of Vorbs, 98. 
Stamp, 200, 202. 
Study of Selections — 

Copernicus and What He 
Thought, 41. 

Extract from " Snow-Bound," 60. 

Little Bell, 13, 16. 

Robert of Lincoln, 93. 

The Busy Bee, 29. 

The Daffodils, 153. 

The Gladness of Nature, 142. 

The Landing of the Pilgrim 
Fathers, 118. 

The Old Angler's Cottage, 57. 

The Old Clock on the Stairs, 174. 

The Pied Piper of Hamelin, 163, 
167. 

The Spacious Firmament on 
High, 44. 
Study of Verbs, 278, 279. 
Subject, The — 

Of a Sentence, 3, 219,, 

Of a Verb. 34, 251. 
Subjunctive Mode, 254. 
Subordinate Conjunctions, 286. 



Substantive Clauses, 302. 
Substantive Phrases, 294. 
Summary of Rules for — 

Capital Letters, 180. 

Marks of Punctuation, 181. 

Plural Forms, 184. 

Possessive Forms, 185. 
Summary of Definitions and Rules, 

323-33I- 

Superscription, The, 201. 

Forms of, 201. 
Synopsis of Verb, 330. 
Tabulated Forms of Verb, 328, 329. 
Telegraphic Despatches, 215. 
Tense — 

Future, 101, 261. 

Future Perfect, 262. 

Past, 101, 261. 

Past Perfect, 261. 

Present, 101, 261. 

Present Perfect, 261. 
Thanksgiving Day, 144. 
The Birthday of Washington, 312. 
The Busy Bee, 29. 
The Constitution, 313. 
The Daffodils, 153. 
The Gladness of Nature, 142. 
The Landing of the Pilgrim Fathers, 

118. 
The Old Angler's Cottage. 57. 
The Old Clock on the Stairs, 174. 
The Pied Piper of Hamelin, 163, 

167. 
The Spacious Firmament on High, 44. 
Time Expressed by Verbs, 100. 
Titles, Use of, 197, 198. 
Transitive Verbs, 36, 251, 326. 
Transposed Expressions, 158. 



342 



INDEX. 



Use of — 

Lay and Lie, 122. 

Learn and Teach, 130. 

Love and Like, 134. 

May and Gz«, 131. 

Shall and #-7//, 126, 127. 

Should and Would, 129. 

6# and 6>/, 123. 

6V<?/ and Stay, 133. 

Think; Guess; Expect, 132. 
Uses of the Infinitive — 

Object of Preposition, 257. 

Object of Verb, 257. 

Subject of Verb, 256. 

To Complete Predicate, 257. 

To Express Purpose, 257. 
Uses of Nouns, 231-238. 

Adverbial Object,- 235. 

Appositive, 236. 

In Address, 236. 

Indirect Object, 235. 

Nominative Absolute, 237. 

Object of an Infinitive, 233. 

Object of a Participle, 232. 



Uses of Nouns — 

Object of a Preposition, 235. 

Object of a Verb, 232. 

Possessive Modifier, 232. 

Subject of a Verb, 231. 

To Complete Predicate, 257. 
Uses of Pronouns, 245, 246, 247. 
Verbs, 34, 251-279. 

Auxiliary, 101, 265. 

Forms of, in, 112, 114, 116, 251= 
254, 256, 259, 263, 264, 267, 
276. 

Intransitive, 36, 251, 326. 

Irregular, 102, 326. 

Regular, 102, 326. 

Transitive, 36, 251, 326. 

Mode, 253, 327. 

Person and Number, 263. 

Tense, 261, 327. 
What Constitutes a State? 314. 
Words Derived from Proper Names ; 

11. 
Written Exercises 

Throughout the Work. 



Reading. 



Suggestive Lessons in Language and Read- 

ing for Primary Schools. A manual for teachers. By Anna B. Badlam, Princi- 
pal of Practice School, Lewiston, Maine ; formerly of the Rice Training School, 
Boston. Cloth, square. 283 pages. Retail price, $1.50. 

The Suggestive Lessons in Language with the appendix are also bound sepa- 
rately in leatherette. See page 55. 

A THOROUGHLY helpful book, endorsed by many of our most 
-^J- critical educators and teachers, and in daily use in their schools. 
It is the outgrowth of a real experience, yet such is the suggestive 
nature of the book that its lessons cannot fail in their adaptability to 
the needs of the various grades of the average school. 

The first part of the book is devoted to Outline Lessons for Oral 
Work, to specimens of stories told by children who had had this work, 
and to a collection of simple fables for reproduction by the pupil. 

The second part of the book is devoted to Suggestive Lessons for 
blackboard reading and word-building. The plan embraces the best 
known features of the various methods of teaching reading. The 
Lessons are illustrated by pictures in outline, so simple that the 
teacher will be able to reproduce them on the blackboard when teach- 
ing the text of a lesson. Th^plan for reviews is also an important 
feature. A chapter on the drawing of simple objects is appended 
as an aid to teachers. The appendix gives a series of miscellaneous 
exercises in oral language. 



The following are a few testimonials to the value of the 
tive Lessons" that we have taken fro?n our full descriptive circular, 
which will be sent free on applicatioji. 



J. J. Mapel, Pres. State Normal 
School, Milwaukee, Wis.: I rejoice in its 
advent as indicating the promise of better 
things in elementary, and, in consequence, 
better things in higher, education. 



E. H. Russell, Prin. of State Nor- 
mal School, Worcester, Mass. : It well 
bears out its felicitous title : and I believe 
will stand the difficult test of use by teach- 
ers much less skillful than the author. 



READING. 



A Primer and Elementary Reader. 

By Anna B. Badlam, of the Rice Training School, Boston. 

'T*HIS iittle work is intended to supplement the Board Reading 
Lessons of the Teachers' Manual, entitled " Suggestive Lessons 
in Language and Reading,'' which we have recently published. 
Its chief features are : — 

1. A series of Introductory Lessons, mainly objective, designed to 
be used a2 topics for simple conversation, to accustom the child to 
express the thought suggested by the illustration and the text in an 
easy manner and a natural voice. Some of these lessons are dupli- 
cated in script, thus serving as copies for slate-work. 

2. Gradual progress in the length and difficulty of the Reading 
Lessons. 

3. The substitution of new and interesting stories for practice upon 
a vocabulary in place of the usual so-called " Review Lessons," that 
frequently consist merely of detached, disconnected sentences which 
can have no special interest for the child. 

4. Variety in the style of expression, to accustom the child to read 
with equal ease description, narration, or conversation. 

5. Natural senten^is. Particular care has been taken to avoid an 
unnatural brevity of expression, that can but result in a disagreeable, 
abrupt manner of reading. 

6. The presentation of new words and phrases as an introduction 
to each lesson or series of lessons. 

7. The frequent introduction of " Sound Lessons " for the purpose 
of vocal drill. 

8. Simple slate-exercises as a supplement to each lesson. 

9. Elementary writing lessons which introduce the letters in the 
order of difficulty. 

10. Utilizing throughout the entire text the natural guides to pro- 
nunciation by (a) joining any two moanying consonants or vowels to 
indicate that they are to be sounded together ; {p) aiding the child to 
recognize silent letters by means of the hair-line letters, first adopted 
by Dr. Edwin Leigh, and by whose permission they have been here 
used ; (c) indicating, by a judicious use of diacritical marks, such in- 
tricacies of the language as would puzzle the child and retard his pro- 
gress, unless some aid were given him to take the place of the intuition 
and judgment that serve as ?.ids to older minds. 



Nature Readers: Sea-side and IVay-sidc 

In three numbers. By Julia McNair Wright. 

No. I., 95 pages. Boards. Price, 25 cents. No, II., 184 pages. Boards. Price, 

35 cents. No. III., 3°8 pages. Boards. Price, 45 cents. 

THIS is a series of illustrated Readers on an entirely new plan, 
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young children a taste for scientific study, to develop their powers of 
attention, and to encourage thought and observation, by directing 
their minds to the living things that meet tneir eyes on the road-side, 
at the sea-shore, and about their homes. Hitherto the chief mission 
of the First, Second > and Third Readers has been to give a child a 
printed vocabulary of some few hundred words. These words, as 
they concerned themselves with facts t it came naturally within the 
child's knowledge, have been of small service in developing ideas. 

ft has been generally supposed that any really scientific studies 
could not be brought within the compass of the few and short words 
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dry and unattractive form. But these "Nature Readers" — not 
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The First Reader treats of crabs, wasps, spiders, bees, and some 
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Each Reader is furnished with Review Questions sufficient to cover 
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The structure, relationship, similarities, differences, uses and 
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These Readers in manuscript and proof have received the warm 
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Fiderate of the needs and capacities of a child's mind. 



Elementary Science. 



By Geo. Ricks, Inspector of Schools, London School Board. Cloth. 352 pages. Re- 
tail price, 1.50. 



U^atural History Object Lessons, a Manual for Teachers. 

By Geo. Ricks, Inspector of Schools, L 
tail price, 1.50. 

Guides for Science- Teaching. 

Published under the auspices of the Boston Society of Natural History. For 

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VI. Hyatt's Mollusca, 30 cts. Minerals, 30 cts. 

VII. Hyatt's Worms and Crustacea, 

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tN^Ote Book. To accompany Science Guide No. XV. 
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Science Teaching in the Schools. 

By Wm. N. Rice, Prof, of Geology, Wesleyan Univ., Conn. Paper. 46 pp. Price, 86 cts. 

Elementary Course in Practical Zoology. 

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First Book of Geology. 

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The Teaching of Geology. 

By N. S. Shaler, author of First Book in Geology. Paper. 74 pages. Price, 25 cents. 

Astronomical Lantern and How to Find the Stars. 

By Rev. James Freeman Clarke. Intended to familiarize students with the constel- 
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" How to Find the Stars," separately. Paper. 47 pages. Price 15 cts. 

Studies in Nature and Language Lessons. 

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